Name: _______________________ ENG3U1

The Crucible – Anticipation Guide

Before reading The Crucible, respond to each statement by agreeing or disagreeing.

These statements are used to introduce issues and ideas that you may encounter in your reading.

Before Reading Statements After Reading

Agree / Disagree It is possible for human beings who appear to be agreeable and normal to be knowingly committed to evil.

Agree / Disagree

Agree / Disagree Truth has no meaning when men believe only what they want to believe.

Agree / Disagree

Agree / Disagree Honest common sense is powerless against unmanageable extremism.

Agree / Disagree

Agree / Disagree Men can protect themselves from truth and rationality by a chauvinistic confidence in their own judgement.

Agree / Disagree

Agree / Disagree The infection of evil may spread by ordinary people who are both the mindless agents and victims.

Agree / Disagree

Agree / Disagree It takes courage and sacrifice to resist peer pressure. Agree / Disagree

Agree / Disagree If infidelity can be forgiven, it can also be forgotten. Agree / Disagree

Agree / Disagree Accepting blame for an action you did not commit is, at times, necessary to protect true values and morals.

Agree / Disagree

Agree / Disagree Society cannot defeat us; a flaw within our own personality can. Agree / Disagree

Agree / Disagree Individuals are more important than the society they live in. Agree / Disagree

Agree / Disagree Morality is always a contributing factor within our decision making process.

Agree / Disagree

Drama and Community: Introducing The Crucible

CONTEXT

Four teenagers have been caught engaging in activity that is forbidden or illegal in their community.

The worst aspects of the activity remain unknown to the adult who caught them.

ROLES

TEEN A TEEN B TEEN C TEEN D

physically attractive

bossy

very accustomed to lying

organized the forbidden event

once caught, decides to admit to a minor aspect of the activity, and plans to accuse others of the more serious elements

a true follower

nervous and eager to please

acts without thinking things through

went along with Teen A’s plans out of intimidation and curiosity

will admit to whatever the majority decides

afraid of the punishment that is likely to follow

lonely and naïve

went along with the group in an attempt to be accepted by the “in-crowd”

present at the scene of the forbidden activity, but did not participate

willing to admit to participating in minor aspects of the activity for fear of group retaliation

deceptive; frequently unkind

a bully who uses threats of violence and exclusion to get what she or he wants

accuses Teen C of planning to tell on others in order to escape punishment

INSTRUCTIONS

Decide on the type of activity that the teenagers were engaged in

Choose which aspects of the activity they were caught doing

Determine what more serious aspects occurred, undetected

Decide on the setting

Decide who it was that caught them in the act

KEEP IN MIND…

The scene should depict a conversation among the four teens that occurs after they have been caught, but before they have been

questioned individually about their role in the activity

The improvisation should demonstrate the “wants” and “goals” of each character, and lead to an announcement of what each

one plans to do

INDUCTIVE vs. DEDUCTIVE REASONING

There is more than one way to apply reason.

There are two main types of reasoning:

DEDUCTIVE (TOP-DOWN) INDUCTIVE (BOTTOM-UP)

DESCRIPTOR

moves from the GENERAL to the SPECIFIC

starts with a general statement, theory, or hypothesis

facts, details, and examples are examined in order to support the general statement, theory, or hypothesis

how accurate a conclusion is largely depends upon the accuracy of the premises or facts leading up to it

moves from the SPECIFIC to the GENERAL

conclusion is based on probability; it is built out of small and specific observations, examples, and/or facts

inductive reasoning is exploratory in nature

conclusion may not be true, but it can still make sense

EXAMPLE

FORMING AN ACCURATE, TRUE CONCLUSION

PREMISE 1: All dogs are mammals (TRUE)

PREMISE 2: All mammals have hearts (TRUE)

CONCLUSION: All dogs must have hearts (TRUE)

FORMING AN INACCURATE CONCLUSION

PREMISE 1: All birds can fly (UNTRUE)

PREMISE 2: Ostriches are birds (TRUE)

CONCLUSION: Ostriches can fly (UNTRUE)

CONCLUSIONS MAY BE PROBABLE, BUT NOT 100% TRUE

EXAMPLE 1

SPECIFIC EVIDENCE: I’ve seen 30 white swans.

CONCLUSION: All swans are white.

EXAMPLE 2

SPECIFIC EVIDENCE: Ryan and I are bored in this class.

CONCLUSION: Everyone in this class must be bored.

EXAMPLE 3

SPECIFIC EVIDENCE: That dog has four legs. Hmmmm. That other dog has four legs, too. Hmmmm. That other dog has four legs, too. Hmmmm. And so does that one. And that one. And that one.

CONCLUSION: All dogs have four legs

WRITING ESSAYS WITH SOUND REASONING

DEDUCTIVE ESSAYS INDUCTIVE ESSAYS

An essay that uses deductive reasoning will make its “big” statement (thesis) right up front

The rest of the essay provides evidence to support the thesis

The conclusion re-states the thesis statement and summarizes the essay’s major ideas

An essay that uses inductive reasoning will have a more mysterious introduction

The essay builds off of arguments and facts that are gradually strung together into a cohesive argument

The conclusion is developed over time. It is based on all that has been presented.

VOCABULARY in The Crucible

WORD DEFINITION

Abominations Things that elicit great dislike or abhorrence

Adamant Firm in purpose or opinion; unyielding

Ascertain Find out

Anarchy Political disorder or confusion

Anonymity Secrecy; having unknown or unacknowledged name

Antagonists Adversaries; opponents

Audible Able to be heard

Avidly Enthusiastically

Base Having low moral standards; contemptible; inferior

Beguile Delude; cheat; divert

Bemused Confused

Blasphemy An irreverent or impious act or utterance

Calamity Disaster

Calumny False statement knowingly made to injure someone

Condemnation Severe reproof; strong censure

Conjure Summoned by oath or spell

Contemplation Thoughtful observation or meditation

Contemptuous Scornful; disdainful

Contentious Quarrelsome

Effrontery Audacity; insulting boldness

Faction Small group of people, usually contentious, within a larger group

Fraud Deliberate deception for unfair or unlawful gain

Hypocrites People who say they believe one thing but whose actions show otherwise

Indignant Filled with anger aroused by something unjust or unworthy

Ineptly Awkwardly

Lechery Promiscuity

Licentious Having no regard for accepted rules or standards

Manifest Something apparent to the sight or understanding

Menacingly Threateningly

Pallor Extreme paleness

Partisan Militant supporter of a cause, faction, or idea

Penitence Performing of penance

Perplexed Bewildered; puzzled; confused

Prodigious Extraordinary; marvelous

Propitiation Appeasement

Providence Work of divine direction

Quail To lose courage; decline; fail

Qualm Sensation of misgiving or uneasiness

Remorselessly Mercilessly; having no pity or compassion

Reprieve Postponement of punishment

Statutes Laws, decrees, or edicts

Tainted Having a moral defect; infected

Transfixed Rendered motionless with terror, amazement, or awe

The Crucible - Character List

CHARACTER DESCRIPTOR

John Proctor Honourable and ethical farmer in Salem who has an affair with Abigail Williams

Elizabeth (Goody) Proctor Wife of John Proctor with a strict adherence to justice and moral principles

Abigail Williams 17 year old girl who is the niece to Reverend Parris. Was once a servant for the Proctors

Mary Warren 18 year old servant in the Proctor household. She is found dancing in the woods with the others

Rev. Samuel Parris Weak, paranoid and suspicious pastor in Salem Village; father of Betty Parris

Betty Parris Teenage daughter of Reverend Parris; one of the girls found dancing in the woods

Tituba Parris’ slave from Barbados; was with the girls in the woods and attempted to conjure spirits in the woods

Dept. Governor Danforth The deputy governor of Massachusetts who presides over the Salem witch trials

Rev. John Hale Scholar in the demonic arts from Beverly who comes to Salem to investigate supernatural causes

Giles Corey Combative, old resident of Salem

Thomas Putnam One of the wealthiest landowners in Salem; a vindictive, bitter man with longstanding grudges in Salem

Mrs. Ann Putnam Wife of Thomas Putnam who suspects there are supernatural reasons for the deaths of her seven children

Mercy Lewis 18 year old servant of the Putnam’s; one of the girls found dancing in the woods

Susanna Walcott Confidant of Abigail; one of the girls found dancing in the woods

Rebecca (Goody) Nurse One of the most noble and well-respected elderly citizens of Salem

Francis Nurse Husband of Rebecca Nurse; well-respected, wealthy landowner in Salem

Hathorne Judge who presides over the Salem witch trials

Sarah Good Homeless woman and one of the first women charged with witchery by the girls

Ezekiel Cheever Clerk of the court who serves the arrest warrants to those charged with witchcraft

Marshal Herrick One of the local constables who guards the jail cells while nearly drunk

Hopkins One of the guards at the jail cell

UNDERSTANDING the CHARACTERS of THE CRUCIBLE

Extended Forecast: Bloodshed

Here’s a forecast for a particularly bizarre consequence of climate change: more executions of witches.

Nicholas D. Kristof

New York Times

13 April 2008

As we pump out greenhouse gases, most of the discussion focuses on direct consequences like rising seas or aggravated

hurricanes. But the indirect social and political impact in poor countries may be even more far-reaching, including

upheavals and civil wars — and even more witches hacked to death with machetes.

In rural Tanzania, murders of elderly women accused of witchcraft are a very common form of homicide. And when

Tanzania suffers unusual rainfall — either drought or flooding — witch-killings double, according to research by Edward

Miguel, an economist at the University of California, Berkeley.

“In bad years, the killings explode,” Professor Miguel said. He believes that if climate change causes more drought years

in Tanzania, the result will be more elderly women executed there and in other poor countries that still commonly attack

supposed witches.

There is evidence that European witch-burnings in past centuries may also have resulted from climate variations and the

resulting crop failures, economic distress and search for scapegoats. Emily Oster, a University of Chicago economist,

tracked witchcraft trials and weather in Western Europe between 1520 and 1770 and found a close correlation: colder

weather led to more crackdowns on witches.

In particular, Europe’s “little ice age” led to a sharp cooling in the late 1500s, and that corresponds to a renewal in

witchcraft trials after a long lull. And there’s also micro-evidence: in one area, a brutally cold May in 1626 led outraged

peasants to call for punishment of witches thought responsible. Some scholars have also argued that the Salem witch

trials occurred after a particularly cold winter and economically difficult period.

The point is that climate change will have consequences that will be difficult to foresee but will go far beyond weather or

economics. There is abundant evidence that economic stress and crop failures — as climate scientists anticipate in poor

countries — can lead to violence and upheavals.

In the United States, for example, some historians have found correlations between recessions or declines in farm values

and increased lynchings of blacks.

Paul Collier, an Oxford University expert on global poverty, found that economic stagnation in poor countries leads to a

rising risk of civil war. Professor Collier warns that climate change is likely to reduce rainfall in southern Africa enough that

corn will no longer be a viable crop there. Since corn is a major form of sustenance in that region, the result may be

catastrophic food shortages — and civil conflict.

The area that may be hardest hit of all — aside from islands that disappear beneath the waves — is the fragile Sahel

region south of the Sahara Desert in West Africa. The Sahel is already impoverished and torn by religious and ethnic

tensions, and reduced rainfall could push the region into warfare.

“The poorest people on Earth are in the Sahel, barely eking out an existence, and climate change pushes them over the

edge,” Professor Miguel said. “It’s totally unfair.”

His research suggests that a drought one year increases by 50 percent the risk that an African country will slip into civil

war the next year.

Ethnic conflict in Darfur was exacerbated by drought and competition for water, and some experts see it as the first war

caused by climate change. That’s too simplistic, for the crucial factor was simply the ruthlessness of the Sudanese

government, but climate change may well have been a contributing factor.

In a forthcoming book, “Economic Gangsters,” Mr. Miguel calls for a new system of emergency aid for countries suffering

unusual drought or similar economic shocks. Such temporary aid would aim to reduce the risk of warfare that, once it has

begun, is enormously costly to stop and often damages neighboring countries as well.

The greenhouse gases that imperil Africa’s future are spewing from the United States, China and Europe. The people in

Bangladesh and Africa emit almost no carbon, yet they are the ones who will bear the greatest risks of climate change.

Some experts believe that the damage that the West does to poor countries from carbon emissions exceeds the benefit

from aid programs.

All this makes the United States’ reluctance to confront climate change in a serious way — like a carbon tax to replace the

payroll tax, coupled with global leadership on the issue — as unjust as it is unfortunate.

So let’s remember that the stakes with climate change are broader than hotter summers or damaged beach houses. The

most dire consequences of our denial and delay may include civil war — and even witch-killings — among the poorest

peoples on earth.

Thematic Analysis

Instructions:

Find the following quotations in the play and identify the context.

Indicate which theme(s) may be supported by each quotation.

Explain how the quotation reveals a particular theme(s).

Act One

Quotation Context Theme

And I pray you feel the weight of truth upon you, for now my ministry’s at stake, my ministry and perhaps your cousin’s life.

Rev. Parris to Abigail - Parris is questioning his niece about the previous

night in the forest

Lies, Deceit, Truth – Parris demands that Abigail tell the truth Fear; Reputation – Parris fears for his position

My name is good in the village! I will not have it said my name is soiled!

She is blackening my name in the village! She is telling lies about me!

We have all heard of your great charities in Beverly.

Act Two

Let you go to Ezekiel Cheever-he knows you well. And tell him what she said to you last week in her uncle’s house. She said it had naught to do with witchcraft

Oh, Elizabeth your justice would freeze beer!

And in my ignorance I find it hard to draw a clear opinion of them that come accused before the court. And so this afternoon, and now tonight, I go from house to house—

I-have no witness and cannot prove it, except my word be taken. But I know the children’s sickness had naught to do with witchcraft

I cannot charge murder on Abigail...she’ll kill me for sayin’ that!...I cannot, they’ll turn on me—

Act Three

Excellency. He claims hard evidence for his wife’s defense. I think that in all justice you must--

We cannot blink it more. There is a prodigious fear of this court in the country--

Mr. Hale, you surely do not doubt my justice.

I cannot lie no more. I am with God, I am with God.

In her life, sir, she have never lied

Is your husband a lecher?...No, sir

You’re the Devil’s man!...He come at me by night and everyday to sign , to--

Act Four

Excellency, it profit nothing you should blame me. I cannot think they would run off except they fear to keep in Salem anymore.

You misunderstand, sir; I cannot pardon these when twelve are already hanged for the same crime. It is not just.

Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now.

I have three children-how may I teach them to walk like men in the world, and I sold my friends?

Because it is my name!...How may I live without my name?

Let you fear nothing! Another judgment waits us all!!

THE BEATITUDES

What are the Beatitudes?

the word “beatitude” means “blessing” or “promise of true happiness”

the word “beatitude” comes from the Latin word, ‘Beatus’

the beatitudes direct us along a path where we would not normally expect to find happiness

they are our reward if we live virtuously

they teach us the actions and attitudes that will put us on the path to happiness

they encourage us, give us hope, give us direction to face challenges

they are the stepping stones to the kingdom of heaven

they sum up the nature and benefits of God’s will at the heart of Jesus’ preaching

The Church turns to the Beatitudes for guidance in interpreting two great commandments:

1. to love God with all our heart, our soul, and our mind;

2. to love our neighbours as ourselves

What are Virtues?

virtues are attitudes and habits that make us likely to do good, even when we don’t stop to think

by developing virtues and making virtuous choices, we keep with God’s will

becoming a virtuous person takes prayer, education, practice

there are seven heavenly virtues:

The Cardinal Virtues are:

prudence (caution and discretion)

temperance (moderation or self-restraint)

fortitude (mental and emotional strength)

justice (being just, righteous)

The Theological Virtues are:

faith (confidence or trust in a person or thing)

hope (the belief that what is wanted can be had)

charity (love)

What are Vices?

when we fail to develop virtues, we become selfish

a vice is an evil habit or mode of conduct; it is a serious fault

the virtues move us closer to God; vices move us further away from Him

CRITICAL THINKING and METACOGNITION Adapted from E.R. Lai (2011)

Critical thinking involves the following skills:

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Background knowledge of a topic is often—but not always—necessary for critical thinking to take place.

Critical thinking involves _______________________ and “dispositions.”

“Dispositions” are “________________” or habits of mind. They include:

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Metacognition

Metacognition has been defined most simply as “thinking about thinking.” However, other definitions include:

an “awareness of one’s own thinking, awareness of the content of one’s conceptions, an active monitoring of one’s cognitive

processes [and] an attempt to regulate one’s cognitive processes in relationship to further learning” (Hennessey); and

“the ________________________________________________” (Martinez).

What is the relationship between critical thinking and metacognition?

Kuhn (1999) sees critical thinking as being a _________________________________________.

Halpern (1998) suggests that metacognition involves monitoring thinking, and is a strategy to be used by asking the following questions: What do I already know? What is my goal? How will I know when I get there? Am I making progress?

Researchers have also made connections between critical thinking and ___________. At first glance, the two might seem to have little

in common. But Bailin (2002) argues that a certain amount of creativity is necessary for critical thought. Paul and Elder (2006) note

that both creativity and critical thinking are aspects of “good,” ____________ thinking. In some ways, then, critical thinking and

creativity are two sides of the same coin. Good thinking requires the ability to

_______________________________________________, which is associated with creativity.

Tragedy and the Tragic Hero

The concept of tragedy and the “tragic hero” are based on Aristotle’s definition of tragic drama.

THE CONCEPT of the TRAGIC HERO

1. The tragic hero is a person of noble stature, who is _________________________________ and

has heroic or potentially heroic qualities.

2. The tragic hero falls because of a __________________ in his/her character (____________).

3. The tragic hero falls from a height of prosperity, through suffering, and usually to death.

4. The tragic hero also falls because of ____________________________________________. These

may be fate, society, or strong “external” human forces.

5. The tragic hero cannot simply accept a ___________________ view of the self, and struggles

mightily against this fate and wins the audience’s admiration.

6. Tragic drama involves choices (________________) and results in a paradox: is fate or free will

primarily responsible for suffering in a hero’s life? Although fated, the hero makes choices which

also lead to his/her destruction.

7. In the face of suffering and/or death, the tragic hero receives some form of “illumination”—some

enlightening truth about himself/herself, about others, or about the universe itself. Though

destroyed, the hero is at peace intellectually, and his/her spark of _______________ is revealed.

8. The tragic hero’s fall is both _________ (the State) and ____________ (a personal/family tragedy),

and thus has universal importance. Sexual transgressions are often involved in some way.

9. The tragic emotions of _______________________ are evoked in the audience. We feel pity for the

hero’s sufferings, and since we identify so strongly with the hero, we fear that the same misfortune

might befall us—given similar circumstances.

10. After the drama unfolds, the audience is _____________ of these tragic emotions. This kind of

cleansing is called “catharsis.”

SPOTLIGHT on PARODY

What is Parody?

Parody is an ______________ of a particular writer, artist, or genre—________________ it

deliberately to produce a comic effect. The humorous effect in parody is achieved by imitating and

___________________ noticeable features of a famous piece of literature (similar to “caricatures,”

where certain peculiarities of a person are emphasized to achieve a humorous effect). Parody is meant

to be a “___________” on a piece of work for the sake of fun.

Parody is sometimes confused with “____________.” Although parody

can be used to develop satire, they are actually two different things. Parody

mimics a subject ______________ to produce a comical effect, while satire

makes fun of a subject __________________________________________.

Function of Parody

Parodies appeal to the reader’s _____________________________. On a basic level, parodies

allow the writer to “poke fun” at a set of ideals within a _________________ of society or within a

specific work. Parodies allow the reader or viewer to gain an awareness of the “lighter” side of an

otherwise serious topic. To some extent, parodies are a means of “spicing up” a work of literature

because they keep readers and viewers interested—while allowing for the opportunity to pick apart

the similarities and differences between the _________________ ____________ and the parody itself.

THE CRUCIBLE

UNDERSTANDING the SURFACE STORY

ACT ONE

1. Why did the Salem settlement need a theocracy? Why had the settlers begun to turn toward individualism? 2. How does Miller characterize Parris? How does Parris feel about his parishioners? 3. Why is Thomas Putnam willing to speak of witchcraft? 4. Why does Abigail “admit” that Tituba and Ruth were conjuring spirits? Why is Abigail afraid the others will confess

what they were doing in the woods? How does Abigail treat the other girls? How does she treat her uncle? 5. What are Abigail’s feelings towards John Proctor? Why is she antagonistic toward Elizabeth Proctor? 6. Why has Proctor set himself against Parris?

ACT TWO 1. Why doesn’t Proctor go to Salem to report what Abigail has told him? Why does Elizabeth want him to go? Why does

Elizabeth mistrust him? 2. How does Proctor feel about the court and Mary Warren’s part in the proceedings? How has Mary Warren changed? 3. How has Hale changed since his arrival in Salem? Why is he testing Proctor and Elizabeth? Why hasn’t Proctor been in

church? 4. Why is Cheever looking for a poppet? What is the significance of the one they find? 5. Hale says: “Mary–you charge a cold and cruel murder on Abigail.” What does he mean? 6. Why does Proctor insist that Mary Warren testify in Elizabeth’s defense? Why does Mary Warren refuse? ACT THREE 1. Why is Giles Cory expelled from court? Why won’t Danforth hear his evidence? Why is Cory arrested? 2. Why is Mary Warren in court? What does she tell Danforth? Why is Danforth suspicious of her and of Proctor? 3. What is the professed purpose of the court? Why doesn’t the court need witnesses? What does this suggest about

the proceedings? 4. Why does Proctor confess lechery? Why does he think Danforth and Hathorne will believe his confession? 5. How is Elizabeth’s testimony used against Proctor? Why is this an unfair test of Elizabeth’s word against John’s? 6. How does Abigail turn the court against Mary Warren? 7. Why does Hale denounce the proceedings? What should have been the effect of his denunciation? Why is it not? ACT FOUR 1. How has Parris changed? Why doesn’t the news that Abigail and Mercy have left town affect the decision of the

court? 2. How is Danforth a victim of his own logic? 3. Why has Hale returned? How has he changed? Why has he changed? 4. Why does Danforth allow Elizabeth to speak to John Proctor? How has she changed toward her husband? Why

doesn’t she take Hale’s advice? 5. How and why does Giles die? Why wasn’t he hanged? 6. Why does Proctor confess? Why will he not name names? Why will he not let Danforth have his signed paper? 7. Why does John Proctor choose to hang? What does he thereby accomplish?

The Crucible

By Arthur Miller

Ultra-Condensed by Samuel Stoddard

Reverend Parris

Abigail Williams, you and your friends are in trouble, unless you can shift the blame to

someone else.

Abigail Williams

She did it! He did it! They did it! Everybody but us did it!

Judge Danforth

Ah, now we are getting somewhere.

(Everyone is hanged)

THE END