The Crucible Warm-Up Introduction to “The Crucible” Homework

WARM-UP: Essential Question: How does history shape literature? Student Objectives: Students will understand how a text is shaped by the historical context of a time period. Students will demonstrate knowledge of early American Literature including how two or more texts from the same period treat similar themes or topics. Students will understand how the structure of text impacts reader understanding. What do you already know about the Salem Witch Trials and/or Puritan life in early America?

Written Response Greed: How do you define greed? Is greed ever a good thing? Greed: How do you define greed? Is greed ever a good thing? Guilt: What leads people to feel guilt? Guilt: What leads people to feel guilt? Motivation: What is the biggest motivator in your life? Motivation: What is the biggest motivator in your life? Morality: List your top three “moral rules.” Morality: List your top three “moral rules.” How do these fit into our ideas of America? Remember, this class is about American literature as much as possible! Be thinking about this question every time we read a text. How do these fit into our ideas of America? Remember, this class is about American literature as much as possible! Be thinking about this question every time we read a text.

What does “crucible” mean? 1. a vessel of a very refractory material (as porcelain) used for melting and calcining a substance that requires a high degree of heat 2. a severe test 3. a place or situation in which concentrated forces interact to cause or influence change or development

Overview: Salem, Massachusetts Located on the coast of Massachusetts Located on the coast of Massachusetts Settled mainly by Puritans in 1626 Settled mainly by Puritans in 1626 –A group of people who left England so they could practice religious freedom –Often let their religious beliefs guide their daily lives Most known for the Salem Witch Trials of 1692 Most known for the Salem Witch Trials of 1692 –Nickname: “The Witch City”

Puritans arriving in Massachusetts

Salem Witch Trials Memorial

THE TRIALS -Most of those accused of being witches were women. -Many were healers, and used plants to heal people. -Many were without family, and this made them easy targets. -They were people who did not fit in with the mainstream for some reason.

The Facts Young girl named Betty Parris became ill Young girl named Betty Parris became ill –Fever, extreme pain, running around the house More children in Salem became ill More children in Salem became ill –Ann Putnam, Mercy Lewis, Mary Walcott Doctors were called in to find the reason for this sickness Doctors were called in to find the reason for this sickness

But… Doctors couldn’t explain illness, so they defaulted to “witchcraft” Doctors couldn’t explain illness, so they defaulted to “witchcraft” –Townspeople were easily convinced –A servant in town was suspected of witchcraft Townspeople decided to arrest the servant, Tituba, and an older woman for witchcraft Townspeople decided to arrest the servant, Tituba, and an older woman for witchcraft

The Casualties Nineteen men and women were put to death for witchcraft. Nineteen men and women were put to death for witchcraft. One man, Giles Corey, was also pressed to death. One man, Giles Corey, was also pressed to death.

Why did this happen? People were suspicious/fearful People were suspicious/fearful –A book about witchcraft had just been published by Cotton Mather –People were at war with Native Americans –Death/evil were on the mind of many (because of fighting and disease) –Puritan culture easily accepted the devil as the source of evil/wrong in life

Other Explanations Teenagers in town were bored and got carried away Teenagers in town were bored and got carried away –Dancing, flirting, etc. not allowed at all! –All of the accusers were teenage girls Some of the accusers were jealous people Some of the accusers were jealous people –An easy way to get rid of people they didn’t like! General sense of depression in town General sense of depression in town –Not a lot of wealth/happiness/freedom

Homework Read the Introduction Articles Read the Introduction Articles

The Crucible Warm-Up Introduction to “The Crucible” Continued McCarthyismHomework

WARM-UP: Essential Question: How does history shape literature? Student Objectives: Students will understand how a text is shaped by the historical context of a time period. Students will demonstrate knowledge of early American Literature including how two or more texts from the same period treat similar themes or topics. Students will understand how the structure of text impacts reader understanding. Summarize last night’s reading in at least a paragraph.

Context: American Drama 1950s drama was heavily influenced by: 1950s drama was heavily influenced by: –World War II just ending –The desire for change –Feelings of guilt and exploration of identity The Crucible premiered in January 1953 in New York City. The Crucible premiered in January 1953 in New York City.

Arthur Miller Born in 1915 in New York City Born in 1915 in New York City His father’s business failed because of the Depression His father’s business failed because of the Depression Family moved around a lot because of poverty Family moved around a lot because of poverty Attended the University of Michigan Attended the University of Michigan

Arthur Miller Returned to NYC after graduating college Returned to NYC after graduating college –No luck with writing! Finally had a play on Broadway Finally had a play on Broadway –“All My Sons” (1947) In 1949, wrote “Death of a Salesman” In 1949, wrote “Death of a Salesman”

Arthur Miller Married Marilyn Monroe (lucky guy!) Married Marilyn Monroe (lucky guy!) –Divorced after a few years –Had three wives altogether Wrote “The Crucible” in the early 1950s Wrote “The Crucible” in the early 1950s –Was accused of being a Communist Died in 2005 Died in 2005

HISTORIC CONTEXT

The Appeals of Communism America’s Great Depression left people upset about the American government America’s Great Depression left people upset about the American government –Everyone deserves basics (food, clothing) –Communism offers that promise 1939: 50,000 Americans were members of the Communist party. 1939: 50,000 Americans were members of the Communist party.

Then, World War II Begins 1941: America begins fighting against Germany (and others) 1941: America begins fighting against Germany (and others) Communism was seen as “un-American” because of the surge in patriotism Communism was seen as “un-American” because of the surge in patriotism 1945: America won World War II 1945: America won World War II –Defeated the German government of fascism  Fascism: government led by a dictator that suppressed opposition of any kind

America vs. The Soviet Union America was emerging as a world power, but: America was emerging as a world power, but: –The Soviet Union was its main competition And: And: –The Soviet Union was Communist America and The Soviet Union competed against each other for world power in: America and The Soviet Union competed against each other for world power in: –Space travel –Nuclear weapon development –In effect, government style

Communism came to be seen as “evil” 1950: Julius and Ethel Rosenberg arrested 1950: Julius and Ethel Rosenberg arrested –Charged with supplying atomic bomb secrets to the Soviet Union Soviet Union developed the atomic bomb (from the secrets provided) Soviet Union developed the atomic bomb (from the secrets provided) Communism became the opposite of everything America represented! Communism became the opposite of everything America represented!

The Effects of Hysteria:

The “Red Scare” Begins Red: color of Communism Red: color of Communism Symbol of Communism: Hammer and Sickle Symbol of Communism: Hammer and Sickle –Why is this the symbol of communism?

Enter: Joseph McCarthy and the HUAC

HUAC HUAC: House Committee of Un-American Activities HUAC: House Committee of Un-American Activities –This committee questioned Americans who were suspected of being Communists –They summoned thousands of people to testify  Goal: to get as many names of “Communists” as possible

Joseph McCarthy The ruthless head of the HUAC The ruthless head of the HUAC Claimed he had a list of 205 Communists who worked for the US Government Claimed he had a list of 205 Communists who worked for the US Government Was the ringleader of the Red Scare Was the ringleader of the Red Scare

Who Was Suspected of Being a Communist? Filmmakers, directors, actors were accused of attending communist meetings Filmmakers, directors, actors were accused of attending communist meetings Certain politicians were also targeted Certain politicians were also targeted These people had two options: These people had two options: –Admit to being a Communist and tell McCarthy names of other people who attended Communist meetings –OR –Refuse to admit anything (or rat out others) and be blacklisted  Can’t get work if blacklisted!

Homework Read the McCarthyism Articles Read pages of Act I of The Crucible While you read, be sure to take Cornell Notes on the scene

The Crucible Warm-Up “The Crucible” Act I Homework

WARM-UP: Essential Question: How does history shape literature? Student Objectives: Students will understand how a text is shaped by the historical context of a time period. Students will demonstrate knowledge of early American Literature including how two or more texts from the same period treat similar themes or topics. Students will understand how the structure of text impacts reader understanding. Based on the opening passage of Act I, what is going on in Salem? Explain your answer with at least one quote from the text.

The Crucible Act I

Characters Introduced in Act 1 Tituba (40s) Parris (mid 40s) Abigail (17) Susanna (slightly younger than Abigail) Goody Putman (45) Thomas Putnam (near 50) Mercy Lewis (18) Mary Warren (17) Betty Parris (10) John Proctor (mid 30s) Rebecca Nurse (72) Giles Corey (83) Reverend John Hale (40)

Setting Setting is the time and place of a literary work and, by extension, the cultural environment in which it occurs. 1. What is the setting of the first act of The Crucible? 2. What connections can you make between the setting and the mood it creates? 3. What connections can you make between the setting and the cultural environment of the Puritan community?

Rhetorical Devices As you read, be sure to note the following devices within the play (we will be completing device studies while reading). –Allusion –Anaphora –Appeals –Euphemism –Irony –Paradox –Parallelism –Repetition –Restatement –Rhetorical ?s –Anastrophe –Anadiplosis –Metaphor/Simile –Hypophora –Diacope –Antithesis –Appeals –Metonym

Reverend Parris What is the relationship between Betty, Abby, and Parris? What is Tituba’s relationship to the Parris family? What is his standing in the community? (What opinions are held of him?) What are Parris’s concerns in this act? What is your impression of him so far?

Thomas and Ann Putnum What has happened in the past to Mrs. Putnum? Why do they suggest Betty has been bedeviled? What is your impression/opinion of the Putnum’s so far?

Act I Witches? Abigail Parris MercyMary PutnamBetty Mrs. PutnamProctor

HOMEWORK Read through the end of Act I, page 51

The Crucible, Act 1 Warm-Up Act I Discussion Points Act II – John and Elizabeth Homework

Warm-Up: Unit Understanding: Great literature provides key insights into challenges and dilemmas still faced today. Student Objectives: Students will make connections between texts and context. Students will make connections between texts and context. Students will analyze a text for complex ideas. Students will analyze a text for complex ideas. Students will analyze and evaluate author’s effectiveness. Students will analyze and evaluate author’s effectiveness. Based solely on your reading of Act I, what motivates each of the following characters: Abigail Abigail Parris Parris Goody Putnam Goody Putnam Putnam Putnam Hale Hale

Antagonist/Protagonist Who is the protagonist of the story? Who is the antagonist, so far? How would you describe her? Who is Rebecca Nurse? How would you characterize her? How does Tituba react when being questioned by Hale? What is the benefit in naming names? What does it achieve?

The Proctor Household Eight days have passed. Things have moved on in Salem. Pages 52 – 59: John and Elizabeth ► The stage directions and dialogue establish this as a domestic setting. ► The talk is of planting, children and dinner ► In some ways they both seem happy: ► Elizabeth “blushing with pleasure”. ► Proctor “Lilacs is the smell of nightfall...Massachusetts is a beauty in the spring”. How would you define John and Elizabeth’s relationship?

Characterization Proctor and his women As we watch the scene, keep in mind the different interpretations discussed. What choices does the director make? Why might this be?

HOMEWORK Read Act II, pages

“The Crucible” Act II Warm-Up Text Quiz Act II Discussion and Questions Homework

Warm – Up ENDURING UNDERSTANDING: Great literature provides rich and timeless insights into key themes, dilemmas, and challenges we still face today. Great literature provides rich and timeless insights into key themes, dilemmas, and challenges we still face today. ESSENTIAL QUIESTIONS: How does Miller use characterization in ACT I to define Abigail and John Proctor? How does Miller use characterization in ACT I to define Abigail and John Proctor? What is a literary foil? What is a literary foil? Are you surprised by the reactions in ACT II? Explain how each character has changed since ACT I. Proctor Mary Warren Hale Putnam

TEXT QUIZ

The Crucible Act Two "The little crazy children are jangling the keys of the kingdom and common vengeance writes the law!” Answer the questions on a separate sheet of paper while we move through the PowerPoint. Questions are due at the end of class.

Tension 1. What do the following quotes suggest about the Proctor’s relationship? Proctor “Learn charity, woman...an everlasting funeral marches round your heart”- p.58 Proctor “Learn charity, woman...an everlasting funeral marches round your heart”- p.58 Judgement- Proctor says that he feels that his house has become a courtroom where he is judged. Judgement- Proctor says that he feels that his house has become a courtroom where he is judged. Elizabeth replies that the judgement is in his heart. Elizabeth replies that the judgement is in his heart.

Mary Warren 2. How has Mary Warren changed since the opening of the play? Mary seems to have convinced herself that she is telling the truth. Mary seems to have convinced herself that she is telling the truth. “I feel a clamp around my neck...I hear a voice, a screamin' voice” “I feel a clamp around my neck...I hear a voice, a screamin' voice” Mary has made a doll for Elizabeth Mary has made a doll for Elizabeth Mary stands up to Proctor Mary stands up to Proctor Mary says that Elizabeth was mentioned but that she saved her. Mary says that Elizabeth was mentioned but that she saved her.

Proctor and Elizabeth Proctor is disturbed by Mary’s report of events Elizabeth realizes the seriousness: “She want’s me dead.” Elizabeth realizes the seriousness: “She want’s me dead.” 3. Who wants her dead and more importantly why?

Hale “there is a quality of deference, even of guilt about his manner now” 4. What does this stage direction tell us about Mr Hale? He Questions the Proctors about not visiting church and their son not having been baptised. He Questions the Proctors about not visiting church and their son not having been baptised. Hale: “No – no, I come of my own…your wife’s name is – mentioned in the court” Hale: “No – no, I come of my own…your wife’s name is – mentioned in the court” 5. What does Miller do to show Hale’s uncertainty? Think about sentence structure and use of punctuation Think about sentence structure and use of punctuation

Hale Continued Proctor criticises Parris (tone) “it tells me that a minister may pray to God without he have golden candlesticks upon the altar.” “it tells me that a minister may pray to God without he have golden candlesticks upon the altar.” Hale makes him recite the ten commandments- Proctor forgets the one about adultery “Theology, sir, is a fortress; no crack in a fortress may be accounted small” Hale pg 65 “Theology, sir, is a fortress; no crack in a fortress may be accounted small” Hale pg 65

Rebecca's charged! It is the charging of Rebecca Nurse that makes the Proctors realize how out of hand the situation has become It is the charging of Rebecca Nurse that makes the Proctors realize how out of hand the situation has become And which cause doubts in Hale's mind And which cause doubts in Hale's mind But he convinces himself the court is right: “No man may longer doubt the powers of the dark are gathered in monstrous attack upon this village” (Millier, 1952, 68). But he convinces himself the court is right: “No man may longer doubt the powers of the dark are gathered in monstrous attack upon this village” (Millier, 1952, 68).

Accusing Abigail Miller provides various points in the play where he suggests that things might be brought under control. Miller provides various points in the play where he suggests that things might be brought under control. “I know the children's sickness had naught to do with witchcraft” (Miller, 1952, 72). “I know the children's sickness had naught to do with witchcraft” (Miller, 1952, 72). Hale seems shocked but Proctor convinces him by his honesty and with flattery, “such a steadyminded minister as you” Hale seems shocked but Proctor convinces him by his honesty and with flattery, “such a steadyminded minister as you”

HOMEWORK Writing Prompt: In at least a paragraph, make a prediction about Abigail and John now that Elizabeth has been accused. What will Abigail do? How will John react to his wife’s arrest?