The Crucible - Ms. Miller's English Class



Name___________________________ Per. _______

This is your introduction packet for The Crucible, a play by Arthur Miller. You must have it with you in your English binder every day. We will be using it for our study and discussion of the play. You receive several other handouts as we go along. Please keep them all in your The Crucible Unit section in your binder.

The Crucible, by Arthur Miller, was written during the early 1950s. This was the time of Senator Joseph McCarthy's House Un-American Activities Committee hearings on the infiltration of Communism in the United States and the loyalty to democracy of many prominent U.S. citizens. The McCarthy hearings pitted artists and performers against each other as they were called to testify about their own loyalty and what they knew about the loyalty of others. Although some critics have suggested that The Crucible is an historical allegory for the McCarthy period, it can be examined more fruitfully as a play about the human condition. McCarthyism, as Miller himself said, is the backdrop for the play, but is not its theme. The approach of this teacher's guide will be to view the play as one that has outlasted the political turmoil of the time during which it was written, becoming a classic work that continues to excite and enrage audiences and readers.

The Crucible is set in another politically charged period in U.S. history. The Salem witch trials of the late 17th century resulted in the accusation and hanging of many colonials. Citizens of the Massachusetts colony were arrested and forced to admit their own guilt and inform on others. Whether or not the play is historically accurate is not important to the approach used in this teacher's guide. Although we will suggest ways to examine the historical backdrop of the Salem witch trials and will discuss how the play can be used in English and history, we will focus primarily on the artistic qualities of the play.

Ms. Miller/American Literature II

Ms. Miller/American Lit II Name ____________________________________ Per_____

The Crucible by Arthur Miller

Introduction

Anticipation Guide

Directions – Read the following statements. At first thought, do you agree or disagree with them. Discuss your thoughts.

1. Confessing to a crime you didn’t commit in order to avoid punishment is wise.

2. The difference between right and wrong is clear.

3. It is better to die for what you believe in rather than to lie to save your life.

4. There is only one correct way to interpret the Bible.

5. That which doesn’t destroy us only makes us stronger.

6. It’s more difficult to forgive yourself if the person you have hurt doesn’t forgive you.

7. Courage means doing something even though it can be difficult and fearsome.

8. A person is innocent until proven guilty.

9. Beliefs in opposition to common values should be illegal.

10. Justice is best determined in a court of law.

Theocracy

A government headed by religious authorities with laws determined by the dictator of the particular religion or sect.

Massachusetts Bay Colony was not originally a theocracy, but a group of Puritans in 1630, lead by John Winthrop, left Britain…

▪ Only male members of the church could vote and hold office

▪ Congregational ministers determined the nature of lawful behavior

▪ Dissent was not tolerated and led to severe punishment or exile

The Salem Witch Trials and public outcry in the colony led to an easing of theocracy by 1700.

Arthur Miller & The Crucible

▪ In 1953, when The Crucible was first produced, the McCarthy hearings were in progress

▪ Arthur Miller saw the parallels between these hearings and the events of the Salem Witch Trials of 1692

▪ The play is a comment on a 20th century phenomenon – the hunting of communists as if they were witches

▪ The play was constructed to illustrate how fear and hysteria, mixed with an atmosphere of persecution, may lead to tragically unjust consequences

INTRODUCTION NOTES FOR THE CRUCIBLE UNIT: You must know these. (

Definitions:

• Theocracy: The rule of a state by God or a god.

• Democracy: Government by the people.

• Autocracy: A government with one person as the supreme power over the people.

• Puritanism: Practices of the Puritans; extreme or excessive strictness in matters of morals and religion.

History

Answer the following questions:

1. What kind of government does the United States have today?

2. What type of government existed in colonial New England prior to the Revolution?

3. What is the relationship of the church to the state in the current form of U.S. government?

4. What was the relationship of the church to the state in colonial New England?

5. How did Puritanism affect the laws and the courts of colonial New England?

English

• Tragedy: A serious play with an unhappy ending brought about by the characters or central characters impelled by fate (ancient drama) or moral weakness, psychological maladjustment, or social pressure.

What tragedies have you read?

• Crucible: The word crucible has many meanings. Its literal definition is a container that resists heat or the hollow at the bottom of an ore furnace. However, its connotations include melting pot, in the symbolic sense, and bearing of a cross (crux, crusis, + ferre).

• Historic Fiction: Copy the characteristics of Good Historic Fiction below:

Characteristics of Good Historic Fiction

Characters

Protagonist

• often a real individual in history

• if not real, based on a real individual (e.g.: papers from government agencies or reports, diaries, public documents, papers from historical archives or museums)

• heroic

• reveals the plot

Other Characters

• real individuals in history

• based on real individuals

Plot

• revolves around history

• accurate to the last detail

• allows the protagonist to develop

• reveals the history and personalities of the period

Point of View

• protagonist's

• third person

Voice

• usually the author's

• sometimes the protagonist's

Theme

• revealing the history

• revealing the "true" character of historic figures

• isms (e.g.: patriotism, nationalism, heroism, regionalism, etc.)

Many themes can be found in The Crucible. Look for these themes as you read

• Human cruelty in the name of righteousness

• The Individual and the Community

• Justice vs. Retribution and revenge

• Godliness vs. Worldliness

• Ignorance vs. Wisdom

• The Puritan Myth

• Order vs. Individual Freedom

The development of the characters and their relationships in Miller's play is particularly interesting.

The Play

• Acts and scenes

• Stage directions in italics

• Rising and falling action

• Climax

Examine the language of the play in a broad literary sense.

Irony: Instances in which the intended meaning of a word or phrase used is the opposite of what it actually means. There are many instances of ironic language in the play. To help students identify them when they occur, have them discuss ironic statements they recognize in advertisements or in other literature they have read.

Paradox: A statement or event contrary to what one might expect. It is helpful for students to understand the term so that they can discuss the events of Salem as a paradox to what one might have expected from God-fearing people such as the Puritans. Students might identify other historical paradoxes or others found in literature they have read.

Allegory: A story in which people, things, and happenings have another meaning, as in a fable or parable. Many critics have referred to The Crucible as a political allegory. Discuss with students allegories they have read and suggest that they consider how Miller's play is allegorical as they read it.*

Drama: An Overview

Drama: derived from the Greek word “dran” which means “to do” or “to act”

Dramatist or playwright = writer of the play

Text of a play:

1. Dialogue – conversation of two or more characters

2. Monologue – spoken by a single character usually alone on stage

3. Stage directions – the playwright’s instructions about:

a. Vocal expression

b. Body language

c. Stage appearance

d. Lighting, etc.

Performance: creates the movement, immediacy, and excitement of drama

Actors: bring the characters and dialogue to life through the use of:

1. Blocking – patterns of movement on stage

2. Stage business – gestures or movement that keep production active, dynamic, and often funny

Types of drama (Greek origins, 6th century B.C., ancient Athens)

1. Tragedy - recounts an individual’s (tragic hero) death or downfall, beginning high and ending low

a. Tragic Hero – Someone nobly born and who may have great influence in his or her society; this hero has one or more fatal flaws that leads to his or her downfall.

2. Comedy – light-hearted, allows for more freedom of speech, usually ends in success, happiness, marriage for the protagonist

The Crucible

Vocabulary Reference and Homework Act I

The setting is Salem, Massachusetts, in the year 1692. Someone once said of the Puritans that they did not leave Europe because they were persecuted, but that they were thrown out of Europe because they persecuted everyone else. As you read Miller’s stage direction in the opening of Act I, how do you suppose he would respond to that statement?

Act I

Vocabulary

1. abomination – something detestable; something despised

2. abrogation – abolishment; annulment

3. abyss – nothingness; point of no return

4. anarchy – lawlessness, disorder, chaos

5. antagonistic – hostile

6. arbitrate – decide, mediate, determine

7. ascertain – determine

8. atomization – reduction to small particles

9. autocratic – absolute

10. blatantly – in an offensively obvious manner

11. calumny – false charges calculated to damage another’s reputation

12. canny – clever; shrewd

13. confirm – verify

14. congerie – collection

15. contention – point advanced in a debate; also, rivalry

16. contiguous – next to; adjacent

17. corroborating – agreeing with and supporting

18. cosmology – theory of the natural order of the universe

19. covenanted – pledged, promised

20. dallied – lingered; dawdled

21. darkling (adj) – of or relating to growing darkness

22. defamation – damaging another’s reputation

23. deference – the respect due an elder or superior

24. defiled – dirtied; fouled

25. diametrically – extremely; oppositely

26. Dionysiac – frenzied; festive and wild

27. discomfits – embarrasses; thwarts

28. dissembling – putting on a false appearance; concealing something

29. ecclesiasts – clergymen

30. fetishes – objects believed to have magical power

31. formidable – massive; considerable

32. ideology – system of beliefs

33. incubi – evil masculine spirits that come to women while women sleep

34. inculcation – implanting; brainwashing

35. inert – still; not moving

36. iniquity – wickedness; sin

37. innate – inborn

38. intimations – suggestions; hints

39. junta – group controlling a government after seizing power

40. ken – range of perception or understanding

41. klatches – gatherings, usually characterized by casual conversation

42. lascivious – lustful

43. licentious – lewd

44. magistrates – local officials

45. malevolence – ill will

46. malign – speak evilly of; utter false things about

47. manifestation – embodiment

48. marauded – raided

49. mores – moral attitudes, manners, and customs

50. naïve – not worldly

51. naught – nothing

52. paradox – something with seemingly contradictory elements

53. parochial – narrow-minded

54. perverse – corrupt

55. predilection – preference

56. prodigious – strange; extraordinary

57. propitiation – appeasement; atonement, soothing, calming

58. providence – divine guidance

59. rankle – irritate

60. scourge – cause of widespread affliction

61. smirched – dirtied; stained

62. sniveling – whining and sniffling

63. speculation – wondering, gossip, rumor, hearsay

64. subservient – cringingly submissive

65. succubi – evil female spirits that come to men while men sleep

66. theocracy – government by divine guidance

67. titillated – excited and intrigued

68. trepidation – apprehension

69. vindictive – vengeful

70. writ – formal written document

71. yeomanry – middle class land-owners; farmers

1. Why does Reverend Paris ask Reverend Hale to come to Salem?

2. What type of man is Reverend Paris?

3. How can you tell there is a disagreement among the people in town?

4. How does Reverend Hale treat Tituba when he questions her?

5. In Salem, the townspeople were panicked over what was happening. What would make people panic in today’s society?

Choose one quote from Act I that you think is significant. Explain its significance.

Name: _________________ Period: ___________ Date: ____________

The Crucible

How do you know who is like what,

And who is who,

And what WHO is all about?

Consider the various methods of characterization:

1. Look at what the character SAYS.

2. Look at what the character DOES.

3. Look at what OTHER characters SAY about that character (remembering to keep in mind the source and make judgments accordingly).

Directions: For each of the following characters, write two very descriptive words (characteristic adjectives such as “generous” or “inquisitive” or “diligent” or “cold-hearted”). Then find evidence from the text to support your claims. Next, determine what qualities might motivate this character to act as he/she does.

Character Characteristics Evidence From The Text Motivation

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|Parris | | | |

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|Abigail | | | |

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|John Proctor | | | |

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|Mary Warren | | | |

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|Elizabeth Proctor | | | |

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|Thomas Putnam | | | |

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|Rebecca Nurse | | | |

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|Reverend Hale | | | |

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