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The completed worksheet might also be useful to students as they complete the final written project described in Activity 5. The site contains useful tips for teachers. TeacherServe also makes available an essay entitled " Witchcraft in Salem Village: Intersections of Religion and Society ," a good introduction to the themes addressed in Miller's play, as well as " Puritanism and Predestination ," for a discussion of Puritan religious beliefs.
For general background on this period, the EDSITEment-reviewed Salem Witch Trials Documentary Archive is an invaluable source, and will be the principle resource for the student research described in activity 1.
This website contains such resources as seventeenth-century documents, including court records and personal letters, and historical maps, including an interactive map of Witchcraft Accusations from February 29 to March 31, interactive download. Before assigning The Crucible to students, help them to enter the mental world of Puritan New England. Contrary to their stereotype, the Puritans were not killjoys when it came to appreciation of art and music; nor did they disapprove of the enjoyment of sex within marriage.
The Puritans did, however, hold firmly to their faith and disapproved of other avenues to knowing God's will for example, the teachings of Anne Hutchinson, Quakerism. Puritans believed in the depravity of man, and they believed that only God's chosen elect would be saved.
Moreover, they truly believed that God and Satan were active presences in the natural world around them; natural signs must be read to see God's will or to discover Satan's tricks.
The Salem Puritan community was keenly aware of its own insecure position in regard to faith who was saved? Old England was a long way away, and the new world was fraught with peril, not the least of which was the harsh terrain itself and the Native peoples. Anything or anyone that attempted to undermine the church, civic authority, or the cohesion of the community was viewed as a threat. Indeed, fear—of isolation, of death, of chaos, of loss of faith—was very real.
To the Puritans, tragedy could occur in the blink of an eye. Defining Tragedy—For witnesses of the events and for readers and modern audiences of The Crucible , the witch trials evoked the emotions of Aristotelian tragedy, pity and fear: pity for the victims, and fear that such accusations and death could happen to them. While there is a great deal to unpack here, focus your discussion on Aristotle's words about "a course of pity and fear completing the purification of tragic acts.
Activity 1. Historical Figures Research: Biography and Court Transcripts Having learned a little about the mindset of a seventeenth-century Puritan see Preparing to Teach This Lesson for resources and ideas , students should choose one person from the following group of historical figures upon which to do research: Cotton Mather Bridget Bishop Rev. Here are some of the questions reproduced on the chart provided on the worksheet that can help guide students as they gather information on their historical figure: What was your historical figure's social and economic status in the Salem community?
That is, what did your character do for a living? Was he or she well off? Would he or she be considered educated, upper class, middle class, lower class, poor? How old was your character at the time of the trials? Was your character married or single? Was your character regarded as a good Christian? Was there any gossip swirling about your character? What was your character's reputation in the community?
Did your character suffer from ill health or any other sort of hardship? Did your character bear a grudge against anyone in the community? Was your character accused of witchcraft? Activity 2. Reading the play As students read the 4 acts of The Crucible , they should keep a daily journal.
Activity 3. Acting out key scenes Study of The Crucible will involve acting out 2 to 3 key scenes that bring to life what the historical transcript cannot. Possibilities include: Act I, Betty Parris's bedroom—the girls, led by Abigail, form a conspiracy to save themselves from being punished for dancing naked in the woods. Tituba "confesses" and the girls begin their chorus of hysterical accusations. Act II, Hale confronts Elizabeth and John over their Christian beliefs; John cannot remember all of the 10 commandments—particularly the one against adultery.
Act III, Proctor calls Abigail a whore and declares that he himself is a lecher; states that his wife will vouch for his guilt. Act III, Elizabeth unexpectedly and ironically lies for her husband; the girls begin their hysteria against Mary Warren. Activity 4. What motivates Proctor's initial decision to lie? What does Proctor mean when he refuses to let Danforth take his signed confession and explains, "Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies!
Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name! How are Elizabeth Proctor's final lines—the final spoken lines of the play—essential to our understanding of John Proctor? God forbid I take it from him! It was forged for a necessary purpose and accomplished that purpose. But all organization is and must be grounded on the idea of exclusion and prohibition, just as two objects cannot occupy the same space.
The witch-hunt was a perverse manifestation of the panic which set in among all classes when the balance began to turn toward greater individual freedom. Bridget Bishop. Samuel Parris. Judge John Hathorne. Abigail Williams. Mercy Lewis. Mary Warren. Sarah Good. Rebecca Nurse. John Proctor. Elizabeth Proctor. Martha Cory. Giles Cory. Students will have in-class and homework assignment time to do Internet searches for their historical figure. The research they do will manifest itself in first a written and then an oral report presented to the whole class PowerPoint or Keynote.
Both written and oral reports should respond to the questions: What about your character seems especially interesting or compelling? How would you dramatize your character to make him or her come to life for a contemporary audience?
For both the oral and written reports, biographical information may be found at the. This transcript may give more insight into the figure's life and will certainly be a helpful source of comparison when the class begins to read The Crucible.
Written Reports. To help guide student research for the written report, you have your Researching the Salem Witch Trials handout. Click for Worksheet Copy Here are some of the questions reproduced on the chart provided on the worksheet that can help guide students as they gather information on their historical figure:.
That is, what did your character do for a living? Was he or she well off? Would he or she be considered educated, upper class, middle class, lower class, poor?
Was your character married or single? The purpose of the oral report is to think like a dramatist: what aspects of this character are most interesting or engaging?
The oral reports may be delivered straight or with a dramatic flair--by telling the audience what is interesting about this character, or by showing. Those students inclined to high drama should feel free to "become" their historical figure and address the class as such. See PowerPoint rubric from earlier in semester on website.
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