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Objectives: to stimulate critical thinking about:
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differences between moral law and secular law, and the implications of combining the two
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differences between guilt by evidence as opposed to guile by association.
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how laws for the public good can be made to further personal interests of specific individuals
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the role of individual power and status in establishing guilt or innocence
Materials needed:
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individual copies of The Crucible, by Arthur Miller
- access to the Internet
- student journals for written responses, or establish a blog for students.
Time Frame: two to four weeks
The following unit can be taught in its entirety, or tailored to individual circumstances.
Preparation:
Provide students with background information by reading and discussing the Introduction, plus sections I, III, IV, and VII of Cotton Mather's 1689 publication, Memorable Providences. The fifteenth century language will probably be difficult, so it may be necessary to do this in class. Discussion should focus upon Mather's description of the symptoms of witchcraft, and the characteristics of the accusers and accused. Point out to the class that the Rev. Parris's library included a copy of Mather's document, which he had presumably read prior to the Salem incidents.
Act I: Some possible discussion questions
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Is the Rev. Parris simply a worried parent, or does he have other concerns?Support your opinion with examples.
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In Salem, an excellent public reputation is essential if one is to be accepted in the community. In the beginning of the play, what clues are there that Abigail's reputation has become questionable?
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Do Thomas Putnam and his wife seem to have reasons to be bitter about the course their lives have taken in Salem? Explain with examples.
- Describe the character of John Proctor. Is he independent or a follower? Honest, or hypocritical? How does he feel about himself, and why might he feel that way? Explain with examples.
- Describe some indicators of underlying conflicts between Parris and Proctor; between Proctor and Putnam.What significance do you predict these conflict could play in the story?
- What connotations might there be in Giles' questions to Rev. Hale about the meaning of his wife's reading habits? Are these intentional, or are Giles' questions innocent? Use quotes from the text to support your answers.
Some suggested topics for written responses:
Below are a few suggested topics from which students can pick to write about in blogs or journals.
- At the time of the witch trials, the government of Massachusetts was a theocracy, that is a government with a legal system based upon the canons of a "state" religion. Although our constitution forbids our government to recognize any state religion, from time to time certain practices, such as displaying holiday nativity scenes on government or public property are questioned as to their constitutionality. How far do you think we should go to keep Church and State separate? Is it always harmful to reference religious beliefs within government institutions (like schools or courts), or are some people overly sensitive? Use the reading and personal experiences to support your argument.
- The principle accusers in The Crucible, are young, unmarried women. From what you've read so far, what can you deduce about the status of single women in Puritan society? Could the celebrity effect of allegedly being able to identify witches change their status? In what way? Use the reading and personal experiences to support your argument.
Act II: Some possible discussion questions
- What is the central conflict that John Proctor faces?
- What does Elizabeth's observation that John's real court is in his own heart reveal to us about John's character?
- What evidence can be found that Abigail and her party of accusers (including Mary Warren) have undergone a change in status since the beginning of the play? Use examples to support your answer.
- Does the Rev. Hale still believe as firmly in the truth of the accusations, or is he beginning to have some doubts? Use examples to support your answer.
Act II: Some possible in-class activities:
- Although The Crucible itself is a work of fiction, it is based on actual events and its characters were real people. On the Internet, access biographies of some of the accused.
Compare (with Venn diagram, chart, or list) the biographies of Bridget Bishop with that of Sarah Good for any commonalities that might explain why they were among the first accused? Now compare the biographies of Rebecca Nurse, John Proctor, and Giles Corey. What do they have in common? How are they alike or different from the first two defendants? Can we draw any conclusions about what things could get one accused of witchcraft in Salem in the fifteenth century?
- Give students a chance to step into the shoes of the accused. Investigate some strategies an accused person could employ, on the Salem Witch trials web site, or think of some of their own.
Some suggested topics for written responses:
- Somebody once said that the best defense is a good offence. Do you think that John Proctor may be hinting at this when he asks why the accusers are always innocent now? Explain your answer.
Act III: Some possible discussion questions:
- It seems that every time John Proctor, Giles Corey, and Francis Nurse try to defend their wives, they are accused of trying to overthrow the court. What would Rev. Parris have to lose if the defense's case was seriously considered? What would Danforth and the judges have to lose?
- What does Abigail's refusal to answer Danforth's questions show about the status the trials have given her?
- We noted before that public reputation can make or break one in Salem. How is this importance of reputation reflected in Act III?
Act III: Some possible in-class activities:
- Access the Salem Witch Trials web site and play Salem Jeopardy.
- In groups, have students pick one of the accused, and compose an argument defending that person. Think about presenting evidence, establishing alibis, motives, and other elements that modern defense attorneys use.
Some suggested topics for written responses:
- Danforth admonishes that "--a person is either with this court or he must be counted against it , there be no road between." In other words, thers is no room for honest disagreement as far as he's concerned. What are some modern day scenarios where those in authority have taken that approach? Are there instances where this type of thinking is justified? Explain you answer.
- Some of Salem's accused got into trouble merely because they stood up for those who had been arrested. The court obviously believed in guilt by association . What do you think about the theory of guilt by association? Have you ever experienced it? Can it ever be valid? Explain your answer.
Act IV: Some possible discussion questions:
- Explain Danforth's course of logic in refusing to pardon the remaining prisoners. What might he have to lose by doing so?
- What would Proctor's confession do for Danforth and Hathorne? What's in it fro Proctor by refusing to confess?
- What does Elizabeth mean when she says that John has his goodness now, and God forbid she should take it from him?
Some suggested topic for written responses:
- Some might say that , in John Proctor's case, honesty was definitely not the best policy. After all, he couldn't save hsi friends and was hanged in the end. But given what we know about John's character, how do you think his life would have gone if he had confessed?
- What if Salem's accused had been tried under the court system today? That is, what if the defendants were allowed legal council, the witnesses were required to be cross examined, and the judges were required to be unbiased? Explain your answer.
Final Projects:
- Write and present to the class an extensive comparison between the Salem trials and another famous historical trial . One that is really interesting to compare is the Mc Martin preschool case, but you can pick any one. Focus particularly upon the reliability of the witnesses and victims.
- Arthur Miller wrote The Crucible in response to controversial investigations in the early 1950's that focused upon identifying and rooting out suspected Communists in the United States. Led by Senator Joseph McCarthy, special congressional committees interrogated those suspected and encouraged them to escape punishment by confessing and identifying other alledged Communists. Research McCarthyism and the associated congressional hearings and compare them to the Salem trials.
The final products can be in the form of, but not restricted to written essays, Power Point presentations, or web sites.
Details about the length and scope of the assignments, as well as the grading rationale is addressed in a handout to students, as well as on the class web site, if one exists.
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