introduction task process page 2 page 3 page 4 resources assessment conclusion credits teacher page...
TRANSCRIPT
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
THE CRUCIBLE
The purpose of this webquest is to give students an opportunity to construct a basic understanding of the
procedures surrounding the Salem Witch Trials prior to reading The Crucible by Arthur Miller. This webquest will
be used as a lesson for English classes and targeted toward high school students.
By Stacy Perryman
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
GUILTY OR INNOCENT? WITCH ONE?
From June through September of 1692, nineteen men and women, all having been convicted of witchcraft,
were carted to Gallows Hill, a barren slope near Salem Village, for hanging. Another man of over eighty years was pressed to death under heavy stones for refusing to submit to a trial on witchcraft charges. Hundreds of
others faced accusations of witchcraft. Dozens languished in jail for months without trials. Then,
almost as soon as it had begun, the hysteria that swept through Puritan Massachusetts ended.
Using Arthur Miller's play "The Crucible," the students will explore the life of someone during this time period. Students will prepare to assume the role of a person during this time
period and participate in a trial to determine the guilt or innocence of one of the accused.
INTRODUCTION
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
TASK
You will assume the role of a character in The Crucible. This task involves investigating and
gathering information of your job description. In order to fully understand this time period you must research the background of the Salem Witch Trials. You will be placed in groups of 4 or 5 students. Once you have established your roles, it is time to prepare for court.
You are to pick from: an accused witch, a judge, a lawyer, or a family member of the accused. Finally
your group will conduct a mock trial to determine the verdict of guilt or innocence! Leave the jury with no doubt in their mind that the verdict they chose was
the correct one!
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
PROCESS(Page 1)
Now that you picked a role from this time period, it is time to get started. Here is what you need to do now that you are in your groups:
1. Research a career choice according to your role and complete the career chart.
2. Visit the links to learn about your role in reference to the Puritan lifestyle
3. Complete the questions on Puritan living and prepare for your mock trial
4. Get with your group and prepare for trial.
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
PROCESS(Page 2)
Job Description:
Experience:
Education and/or
Training
Tasks
(list at least 5)
Important Abilities
Important Skills
How will you need to use the above
qualities to do your job well for this case against the witches?
Research a career using one of the following sites:•http://www.onetonline.org/link/summary/23-1011.00•http://www.careeroverview.com
Fill in the information on the Career chart seen below. A hard copy of this worksheet has been given to each member of your group.
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
PROCESS(Page 3)
Visit the following links and learn about what your life was back in 1692. Be sure to go on trial and gain experience as either a lawyer, judge, accused witch or a family member. This could be useful for your performance in your OWN trial!
•http://questgarden.com/47/17/3/070225090947/index.ht •http://www.nationalgeographic.com/salem/•http://www.history.com/videos/salem-witch-trials#salem-witch-trials
•http://www.60secondrecap.com/library/the-crucible/•http://law2.umkc.edu/faculty/projects/ftrials/salem/scopesjeopardy%5B1%5D.htm
Now that you have viewed the slides, answer the following questions:
1) What was the primary influence in a Puritan's life?2) In which way did the Puritans live? Describe their lifestyle.3) What were the jobs like during this time?4) What were some of the problems afflicting people living in Salem?5) What was it like to be a family member of one of the accused?
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
PROCESS(Page 4)
No matter what role you play in these trials, it is time to perform. Get in your groups and get ready for your mock trial. The rest of the class will serve as your jury. Leave it all out in the courtroom. Be sure to keep the following questions in mind:
1. What was the most common offense that the witches were accused of?2. What did most of the witches do in the cases?3. What was said about the Devil in most of the cases?4. Where did most of the “accusers” live?5. Where did most of the “accused” live?6. What was the role of Ipswich Road?
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
RESOURCESThe following sites are career links. They include information related to specific careers and resources for assistance. They also have links to other agencies.
• http://www.onetonline.org/link/summary/23-1011.00
• http://www.careeroverview.com
The following sites will be used to learn historical facts about the Salem Witch Trials. They include a mock witch trial along with informative facts about the Puritan lifestyles.
• http://questgarden.com/47/17/3/070225090947/index.ht
• http://www.nationalgeographic.com/salem/• http://www.history.com/videos/salem-witch-trials#sal
em-witch-trials• http://www.60secondrecap.com/library/the-crucible/• http://law2.umkc.edu/faculty/projects/ftrials/salem/sc
opesjeopardy%5B1%5D.htm
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
ASSESSMENT
CATEGORY 4 3 2 1
Role Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Historical Accuracy All historical information appeared to be accurate and in chronological order.
Almost all historical information appeared to be accurate and in chronological order.
Most of the historical information was accurate and in chronological order.
Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why.
Can clearly explain several ways in which his character \"saw\" things differently than other characters.
Can clearly explain one way in which his character \"saw\" things differently than other characters.
Cannot explain one way in which his character \"saw\" things differently than other characters.
Required Elements Student included more information than was required.
Student included all information that was required.
Student included most information that was required.
Student included less information than was required.
Teacher Name: Ms. Perryman
Student Name: ________________________________________
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
CONCLUSION
Congratulations! You completed this task. After performing a mock trial, did you get the verdict you wanted? You should have a better understanding of the roles played in the hysteria of the Salem Witch
Trials during 1692. Now with that information, prepare an appeal to vindicate the accused or retry
to indict. What outcome will you get now?
Introduction
Task
Process•Page 2•Page 3•Page 4
Resources
Assessment
Conclusion
Credits
Teacher page
CREDITS
Permissions
We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike
license for details.
Sources:
•http://questgarden.com/47/17/3/070225090947/index.ht •http://www.nationalgeographic.com/salem/•http://www.history.com/videos/salem-witch-trials#salem-witch-trials
•http://www.60secondrecap.com/library/the-crucible/•http://law2.umkc.edu/faculty/projects/ftrials/salem/scopesjeopardy%5B1%5D.htm
Introduction
Learners
Standards
Procedures
Resources
Students’ Page
Teacher’s PageIntroduction
This webquest was created in conjunction with the teaching of Arthur Miller’s The Crucible.
This webquest is a cooperative learning assignment and will work best with high school
aged students.
Introduction
Learners
Standards
Procedures
Resources
Students’ Page
Teacher’s PageLearners
Grade Level: The intended audience of this webquest consists of 9th or 10th graders.
OBJECTIVES:•Select career and research job descriptions•Complete career worksheet•Research the history and lifestyle of the Puritans and answer questions•Prepare for a mock trial with direct focus on your role (job)•Perform mock trial•Evaluate group performance
Introduction
Learners
Standards
Procedures
Resources
Students’ Page
Teacher’s PageStandards
Pennsylvania State Standards
1.1 Learning to Read Independently•Apply Comprehension & Interpretation Skills1.2 Reading Critically in All Content Areas•Draw Inferences•Distinguish Fact from Fiction•Examine Analysis & Evaluation1.4 Types of Writing•Analyze & Create Informational•Analyze & Create Persuasive1.6 Speaking & Listening•Listen to Others•Contribute to Discussions•Participate in Group Presentations1.8 Research•Locate Information•Organize Main Ideas•Summarize Main Ideas•Present Main Ideas
Introduction
Learners
Standards
Procedures
Resources
Students’ Page
Teacher’s PageProcedures
Procedures:•Introduce The Crucible by Arthur Miller•Students research careers and complete a job description chart•Students are divided into groups of 4 or 5 students•Students view the Webquest •Students prepare and present a mock trial•Additional component: Students can retry or appeal the court decision by submitting a written explanation as to why there should be a second trial
Assessments:•Students will be graded according to the Evaluation Rubric (located on student page)
Modifications (Special Needs Inclusion): •Extended time•One-on-One Assistance•Adapted Assignment
Introduction
Learners
Standards
Procedures
Resources
Students’ Page
Teacher’s PageResources
Materials:•Access to computer lab classroom•Book, The Crucible, by Arthur Miller•Arts & craft supplies (props for trial)•Career (Job Description) chart (Process Page 2)•The Crucible Webquest Rubric (Assessment)
Sources:•Rubistar was used to create the rubric (http://rubistar.4teachers.org/)