The Crucible,
by Arthur Miller
Honesty and Integrity Explored
Table of Contents:
Page 3.
Page 4.
Page 17.
Page 18.
Page 19.
Page 23.
Page 24.
Page 25.
Page 26.
Page 29.
Page 34.
Introduction
Lesson Plans
Integrity Poster
Integrity Means Worksheet
Crucible Name Tags
Character Project Handout
My Name Worksheet
Title Project Handout
Character/Quote Memory
Game
Unit Test
Socratic Seminar Preparation
Sheet
Also included in this folder:
• Bell Work PowerPoint Presentation
• Pick-a-side PowerPoint Presentation
The Crucible, by Arthur Miller
an 11th-grade English Unit on Honesty and Justice
Overview:
The Crucible, by Arthur Miller, has been taught to our students as classic
literature for many years. This play deals with deep and relevant issues such as honesty,
justice, fidelity, faith, and conviction. These themes should be taught from a biblical
perspective, and this unit pushes students to consider Scripture as they grapple with these
concepts. This resource includes lesson plans, PowerPoints, activities, projects, and
assessments that will teach and measure not only factual understanding of The Crucible,
but also understanding of its themes in our Christian walk today.
Essential Questions:
1.
What responsibility does a Christian have to communicate truth to others?
2.
What is the Bible’s perspective on honesty?
3.
How should we choose our society’s leaders?
4.
When is it acceptable to defy authority?
5.
What role should religion have in society and its government?
6.
What is the Bible’s perspective on corporal punishment?
7.
What is true forgiveness?
NAD Standards Addressed:
•
LA.11.1.3 Apply Biblical principles of Christian morality, integrity, and ethical behavior to
all aspects of life.
•
LA.11.1.4 Value God’s inspired writings and created works as sources of His revelation.
•
LA.11.4.1 Understand how literature reflects and affects social, historical, and cultural
influences.
•
LA.11.5.2 Compare and contrast specific works of literature.
•
LA.11.5.3 Determine the value of literature by critically examining its relevance, insights,
and messages.
•
LA.11.6.7 Answer essay questions with appropriate format and textual references or
other support.
•
LA.11.8.1 Refine personal views, beliefs, and motivations through
reading/viewing/listening.
•
LA.11.8.2 Analyze/evaluate views, beliefs, and motivations of others with respect.
Learning Objectives:
1. Students will be able to describe Miller’s purpose in writing The Crucible.
2. Students will be able to explain and defend the Bible’s perspective on honesty and
integrity in society.
3. Students will be able to point out examples of forgiveness in The Crucible and in the
Bible.
4. Students will be able to identify the speaker, setting, and meaning of significant quotes
from the play.
5. Students will be able to identify characters by their salient quotes.
6. Students will be able to explain the reasoning for their own beliefs regarding honesty
and integrity.
The Crucible Lesson Plans
Day 1 (50 Minutes)
Materials Needed:
•
•
•
•
•
•
Post-it Notes
Integrity Poster
Bell Work PowerPoint Presentation
Pick-a-side PowerPoint Presentation
Integrity Means Worksheet
Bibles
Teaching Suggestions:
•
•
•
•
•
•
•
•
•
Before students enter the room, display the “Bell Work, Day 1”
PowerPoint slide at the front of the room. As students walk into the
room, direct them to read the bell-work writing prompt and write a 60100-word response on a piece of notebook paper. After 5-10 minutes of
writing time, have your students turn in their bell-work assignments.
Begin class with prayer.
Read Proverbs 19:1 aloud to the class: “Better is a poor person who
walks in his integrity than one who is crooked in speech and is a fool.”
Give each student a post-it note, and ask them to write their own
personal definitions of integrity on their sticky notes. After 1-2 minutes,
ask them to bring their notes and attach them to the integrity poster.
Hold the poster where all students can see it, and read the definitions
aloud.
Explain to your students that integrity and honesty are closely linked,
and you will be spending the next several weeks investigating these
topics.
Begin the Pick-a-side PowerPoint Presentation. Each slide has a yes-orno question. Designate 1 corner of the room as “YES” and one corner of
the room as “NO.” Read each question aloud, and have your students
go to the corner that best matches their opinions. The students should
discuss their answers with those who have chosen the same. After 1-2
minutes, the group should choose a spokesperson to explain why they
chose the corner they did. After both spokespeople have explained
their answers, move to the next question.
Explain that these issues have been prevalent since the beginning of
time. Split your class into groups of 4, and give each group a Bible and
Integrity Means worksheet. Have the groups define integrity according
to the Bible and list the Bible verses they used to make their decisions.
Have each group read their finished worksheets aloud to the class.
Tell the students that you will begin your study of Arthur Miller’s The
Crucible tomorrow.
The Crucible Lesson Plans
Day 2 (50 Minutes)
Materials Needed:
•
•
•
Bell Work PowerPoint Presentation
Copies of The Crucible
Crucible Name Tags
Teaching Suggestions:
•
•
•
•
•
•
•
•
Before students enter the room, display the “Bell Work, Day
2” PowerPoint slide at the front of the room. As students
walk into the room, direct them to read the bell-work writing
prompt and write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing time, have
your students turn in their bell-work assignments.
Begin class with prayer.
Watch the following YouTube video about the McCarthy
communism “witch hunts.”
https://www.youtube.com/watch?v=yVwCepEVk-8
Ask your class how they would respond if they were asked
to “name names” in order to save themselves.
Explain that Arthur Miller was so frustrated with this system
that he decided to write a play that paralleled the situation.
Give each student a copy of Arthur Miller’s The Crucible. If
you do not have the play already, you may print temporary
copies from
http://gnauss.hrsbteachers.ednet.ns.ca/sites/gnauss.hrsbteach
ers.ednet.ns.ca/files/documents/The%20Crucible%20full%20text.p
df.
Give each student a Crucible name tag. Explain that they will
read that character’s part for the duration of the play.
Read the introduction aloud to the class, and begin to read
Act I together, each student reading his or her own part.
The Crucible Lesson Plans
Day 3 (50 Minutes)
Materials Needed:
•
•
•
•
Bell Work PowerPoint Presentation
Copies of The Crucible
Crucible Name Tags
Bible
Teaching Suggestions:
• Before students enter the room, display the “Bell Work,
Day 3” PowerPoint slide at the front of the room. As
students walk into the room, direct them to read the
bell-work writing prompt and write a 60-100-word
response on a piece of notebook paper. After 5-10
minutes of writing time, have your students turn in
their bell-work assignments.
• Begin class with prayer.
• Look up and read aloud the following Bible verses:
Ephesians 4:31-32, Leviticus 19:18, Matthew 6:14-15,
Ephesians 4:32, and Mark 11:25.
• Ask students to share with a partner why it seems so
difficult to forgive, and why grudges seem to linger.
• Ask your students which characters in The Crucible are
holding grudges so far. Write their answers on the
board, and have the students keep a copy of the list in
their notes.
• Continue to read The Crucible, Act I, as a class, with
each student reading his or her own part. If you do not
finish reading Act I in class, assign the rest of the act as
reading homework for tomorrow.
The Crucible Lesson Plans
Day 4 (50 Minutes)
Materials Needed:
•
•
•
•
Bell Work PowerPoint Presentation
Copies of The Crucible
Crucible Name Tags
Character Project Handouts
Teaching Suggestions:
• Before students enter the room, display the “Bell
Work, Day 4” PowerPoint slide at the front of the
room. As students walk into the room, direct
them to read the bell-work writing prompt and
write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing
time, have your students turn in their bell-work
assignments.
• Begin class with prayer.
• Give each student a character project handout,
and explain that an understanding of the
characters is crucial if they are to appreciate the
significance of their actions later in the play.
• Take students to an area with computer/Internet
access, and give them the remainder of the class
period to work on their Crucible character
projects.
The Crucible Lesson Plans
Day 5 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• Copies of The Crucible
• Crucible Name Tags
Teaching Suggestions:
• Before students enter the room, display the
“Bell Work, Day 5” PowerPoint slide at the
front of the room. As students walk into the
room, direct them to read the bell-work
writing prompt and write a 60-100-word
response on a piece of notebook paper.
After 5-10 minutes of writing time, have your
students turn in their bell-work assignments.
• Begin class with prayer.
• Have the students individually come to the
front of the classroom and present their
character projects to the class.
• Begin reading The Crucible, Act II, with each
student reading his or her own part. Assign
the rest of Act II as reading homework.
The Crucible Lesson Plans
Day 6 (50 Minutes)
Materials Needed:
•
•
•
Bell Work PowerPoint Presentation
Copies of The Crucible
Crucible Name Tags
Teaching Suggestions:
•
•
•
•
•
•
•
•
Before students enter the room, display the “Bell Work, Day
6” PowerPoint slide at the front of the room. As students
walk into the room, direct them to read the bell-work writing
prompt and write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing time, have
your students turn in their bell-work assignments.
Begin class with prayer.
Play Matthew West’s Christian music video, “Forgiveness.”
https://www.youtube.com/watch?v=h1Lu5udXEZI
Ask your students to find a partner and discuss why
forgiveness is important to one’s well-being.
Ask the class which grudges have surfaced in The Crucible,
Act II. Write their answers on the board, and have students
add these to their list of grudges in their notes.
Watch Mars Hill Church’s YouTube video about what
forgiveness is and isn’t.
https://www.youtube.com/watch?v=stP2VDAqm2k
Ask the class whether or not they think Elizabeth is likely to
forgive Proctor for his affair, and whether or not they believe
forgiveness could even solve the current situation.
Begin reading The Crucible, Act III.
The Crucible Lesson Plans
Day 7 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• Copies of The Crucible
• Crucible Name Tags
Teaching Suggestions:
• Before students enter the room, display the “Bell
Work, Day 7” PowerPoint slide at the front of the
room. As students walk into the room, direct
them to read the bell-work writing prompt and
write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing
time, have your students turn in their bell-work
assignments.
• Begin class with prayer.
• Read Proverbs 12:22 to the class: “Lying lips are
an abomination to the Lord, but those who act
faithfully are his delight.”
• Remind the students of their activity at the
beginning of the unit, and explain that Act III of
The Crucible starts to deal even more heavily with
the issue of honesty.
• Continue to read The Crucible, Act III, as a class,
with each student reading his or her own part. If
you do not finish Act III in class, assign the rest of
the act as reading homework.
The Crucible Lesson Plans
Day 8 (50 Minutes)
Materials Needed:
•
•
•
•
Bell Work PowerPoint Presentation
Copies of The Crucible
Crucible Name Tags
My Name Worksheets
Teaching Suggestions:
• Before students enter the room, display the “Bell Work,
Day 8” PowerPoint slide at the front of the room. As
students walk into the room, direct them to read the
bell-work writing prompt and write a 60-100-word
response on a piece of notebook paper. After 5-10
minutes of writing time, have your students turn in
their bell-work assignments.
• Begin class with prayer.
• Read the following Bible verse to the class: “A good
name is rather to be chosen than great riches, and
loving favour rather than silver and gold.” -- Proverbs
22:1, King James Version (KJV).
• Ask your students which qualities they think John
Proctor would like associated with his name.
• Read The Crucible, Act IV, with each student reading his
or her part.
• Hand out the My Name worksheets to the class, and
have your students fill out the qualities they want
associated with their names. (Assign this as homework
if you run out of time in class.)
The Crucible Lesson Plans
Day 9 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• Copies of The Crucible
• Title Project Handouts
Teaching Suggestions:
• Before students enter the room, display the “Bell
Work, Day 9” PowerPoint slide at the front of the
room. As students walk into the room, direct
them to read the bell-work writing prompt and
write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing
time, have your students turn in their bell-work
assignments.
• Begin class with prayer.
• Read Proverbs 17:3 to the class: “The crucible is
for silver, and the furnace is for gold, and the
LORD tests hearts.” – Proverbs 17:3.
• Explain that a crucible is a furnace that refines
metals, makes them perfect, and readies them for
use.
• Play this “Refiner’s Fire” Christian music video:
https://www.youtube.com/watch?v=RqpOJMYJvh
U.
• Give your students the Title Project handouts, and
take them to an area where they have computer
access in order to work on their title projects for
the remainder of class.
The Crucible Lesson Plans
Day 10 (50 Minutes)
Materials Needed:
•
•
Bell Work PowerPoint Presentation
Character/Quote Memory Game
Teaching Suggestions:
•
•
•
•
•
•
•
Before students enter the room, display the “Bell Work, Day
10” PowerPoint slide at the front of the room. As students
walk into the room, direct them to read the bell-work writing
prompt and write a 60-100-word response on a piece of
notebook paper. After 5-10 minutes of writing time, have
your students turn in their bell-work assignments.
While your students are working on their bell-work
assignments, pin the character-quote memory game cards to
a bulletin board or wall at the front of the room. The cards
should be in 4 columns with their information facing the wall
and their blank side facing the room.
Begin class with prayer.
Have your students individually come to the front of the
room and present their title projects to the class.
Explain that you will be reviewing for a test by playing
Crucible Character/Quote Memory.
Direct one student to come to the front of the room and
choose 2 game cards to flip over. If he flips over a character
and a quote that the character said, he should say, “MATCH!”
and receive one point. If he does not recognize that it is a
match, his next turn should be skipped. Similarly, if he
declares a false match, his next turn should be skipped.
Each time a match is found, every student should write down
a one-sentence explanation of what that quote means, and
why it was said. This is a perfect opportunity for students to
ask questions about any quotes they did not understand.
The students should keep these explanations in their notes
and study them for the test.
The Crucible Lesson Plans
Day 11 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• The Crucible Unit Test
Teaching Suggestions:
• Before students enter the room,
display the “Bell Work, Day 11”
PowerPoint slide at the front of the
room. As students walk into the
room, direct them to read the bellwork writing prompt and write a 60100-word response on a piece of
notebook paper. After 5-10 minutes
of writing time, have your students
turn in their bell-work assignments.
• Begin class with prayer.
• Give your students The Crucible Unit
Test, and allow them to work on the
test for the remainder of the class
period.
The Crucible Lesson Plans
Day 12 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• Socratic Seminar Preparation Sheets
• Bibles
Teaching Suggestions:
• Before class, watch the following YouTube video for
instructions on how to host a Socratic Seminar:
https://www.youtube.com/watch?v=YDP75I1b5Do.
• Before students enter the room, display the “Bell Work,
Day 12” PowerPoint slide at the front of the room. As
students walk into the room, direct them to read the
bell-work writing prompt and write a 60-100-word
response on a piece of notebook paper. After 5-10
minutes of writing time, have your students turn in
their bell-work assignments.
• Begin class with prayer.
• Explain to students that because The Crucible has such
a wide array of Biblical themes, you are going to give
them a chance to discuss their opinions on this topic.
Briefly explain what a Socratic Seminar is, using the
information from the YouTube video that you watched
earlier.
• Give each student a Socratic Seminar preparation
sheet and a Bible. Students should spend the class
period looking up Biblical texts to support their
answers and writing their own questions for the
Socratic Seminar.
The Crucible Lesson Plans
Day 13 (50 Minutes)
Materials Needed:
• Bell Work PowerPoint Presentation
• Bibles
Teaching Suggestions:
• Before students enter the room, display the
“Bell Work, Day 13” PowerPoint slide at the
front of the room. As students walk into the
room, direct them to read the bell-work
writing prompt and write a 60-100-word
response on a piece of notebook paper.
After 5-10 minutes of writing time, have your
students turn in their bell-work assignments.
• Begin class with prayer. Pray specifically
for the Holy Spirit to guide the day’s
discussion.
• Have your students arrange their desks in
circles for the Socratic Seminar.
• Remind students that each person must
participate.
• Read the first question from the preparation
sheet, and allow the students to guide the
discussion from there.
Print at 250%
What does INTEGRITY
mean to you?
Integrity Means . . .
Names of Group Members:
Date:
Instructions: As a group, determine the best Biblical definition of the word integrity.
Find 5 Bible verses to back up your claim.
According to the bible, integrity means . .
Evidence
Verse 1:
Verse 2:
Verse 3:
Verse 4:
Verse 5:
.
Hello my name is:
Mercy Lewis
Rebecca Nurse
Thomas Putnam
Hello my name is:
John Proctor
Giles Corey
Mary Warren
Hello my name is:
Hello my name is:
Hello my name is:
Hello my name is:
Hello my name is:
Reverend Hale
Ezekiel Cheever
Martha Corey
Hello my name is:
Francis Nurse
Marshal Herrick
Elizabeth Proctor
Hello my name is:
Hello my name is:
Hello my name is:
Hello my name is:
Hello my name is:
Betty Parris
Abigail Williams
Ann Putnam
Tituba
Susanna Walcott
Reverend Parris
Hello my name is:
Judge Hawthorne
Hello my name is:
Deputy Governor
Danforth
Hello my name is:
Sarah Good
Hello my name is:
Hopkins
The Crucible
Character Project
Name:
Due Date:
Points Available:
Please choose one of the following options to complete and present to the class.
Remember that written assignments must be typed, and the finished product must
look professional!
1.
Obituary
Write a 120-word obituary for a Crucible character of your choice. Include
the following:
Cause of death.
Surviving family members.
Life accomplishments.
Funeral arrangements (date, place, flowers, time, etc. ) (Some
creativity will be needed for this option, as these details are not
all given in the play.)
2.
Personality Test
Complete the personality test at http://www.humanmetrics.com/cgiwin/jtypes2.asp for a Crucible character of your choice. Print out the results
and write a 150-word explanation of why you do or do not agree.
3.
Shoebox
Fill a shoebox with 10 or more items that symbolize a Crucible character of
your choice. On the outside of the box, tape a “table of contents” that
explains why you included each object (only one sentence needed for each
object).
4.
Journal
Write a journal entry from one Crucible character’s point of view. Include at
least five specific facts that are mentioned so far in the play, as well as their
thoughts and feelings. (Feel free to invent some of the emotions, as they
may not be mentioned in the text itself.)
5.
Online Dating
Type up a 100-word dating profile for one Crucible male and one Crucible
female of your choice. Include gender, age, hobbies, and beliefs. Include at
least five specific facts from the play, but feel free to add some of your own
ideas, as well.
The Crucible
Title Project
Name:
Due Date:
Points Available:
Consider the following definition:
Crucible, noun
1.
A pot in which metals or other substances are
heated to a very high temperature or melted
2.
A difficult test or challenge
3.
A place or situation that forces people to change or
make difficult decisions
Then complete one of the following tasks (please type):
Task #1:
Write an 80-word explanation of how The Crucible lives up to its
title, including each definition of the word.
Task #2:
Create a new title for The Crucible. Like The Crucible, this title
should be a word that is not found anywhere in the play. (For
example, The Trampoline.) Write a 50-word explanation of how
the play lives up to the definition of your chosen word.
Task #3:
Find the title of another existing play. Write a 30-word summary
of that play (cite your source), and write a 40-word explanation of
why that title would also be appropriate for The Crucible.
The Crucible
Character/Quote Memory Game
John
Proctor
Elizabeth
Proctor
I'll tell you what's walking Salem—
vengeance is walking Salem. We are
what we always were in Salem, but
now the little crazy children are
jangling the keys of the kingdom, and
common vengeance writes the law!
The magistrate sits
in your heart that
judges you.
Abigail
Williams
I never knew what
pretense Salem was, I
never knew the lying
lessons I was taught by all
these Christian women and
their covenanted men!
Giles
Corey
More weight.
The Crucible
Character/Quote Memory Game, cont.
John
Proctor
Elizabeth
Proctor
Some dream I had must
have mistaken you for God
that day. But you’re not,
you’re not, and let you
remember it!
He have his
goodness now.
God forbid I take it
from him!
Abigail
Williams
I cannot sleep for dreamin’; I
cannot dream but I wake
and walk about the house
as though I’d find you
comin’ through some door.
Governor
Danforth
Postponement now
speaks floundering on
my part; reprieve or
pardon must cast doubt
upon the guilt of them
that died till now.
The Crucible
Character/Quote Memory Game, cont.
Reverend
Hale
Reverend
Hale
Think on your village and
what may have drawn
from heaven such
thundering wrath upon
you all.
I denounce
these
proceedings, I
quit this court!
Preparation Instructions: Cut out game cards and laminated, if
desired. Position cards in rows and columns so that the
information is facing away from the students, and only the back
side of the cards is visible..
The Crucible
Unit Test
Name:
Character Matching (10 Points)
Write the name of the correct Crucible character under each statement.
Characters’ names may be used more than once or not at all.
John Proctor
Elizabeth Proctor
Reverend Parris
Abigail Williams
Mary Warren
Reverend Hale
Governor Danforth
Tituba
Ruth Putnam
Giles Corey
Rebecca Nurse
Mercy Lewis
1.
This character makes a poppet in court and gives it to Elizabeth Proctor.
2.
This character has an affair with a seventeen-year-old girl.
3.
This character is pressed to death with rocks.
4.
This character loses many of her babies in childbirth.
5.
This character brings many books to Salem because he is a witch expert.
6.
This character steals Parris’s money and runs away from Salem.
7.
This character is a slave from Barbados.
8.
This character serves as pastor in the Salem church.
9.
This character fires a servant for lechery.
10.
This character admits that she did not see familiar spirits.
Quote Explanation (10 Points)
For each quote, give the name of the speaker and the situation surrounding the quote. Write one sentence only
when explaining the situation.
1.
“I cannot sleep for dreamin’; I cannot dream but I wake and walk about the house as though I’d find you
comin’ through some door.”
a. Name
b.
2.
“The magistrate sits in your heart that judges you.”
a. Name
b.
3.
Situation
“He have his goodness now. God forbid I take it from him!”
a. Name
b.
5.
Situation
“More weight.”
a. Name
b.
4.
Situation
Situation
“Postponement now speaks floundering on my part; reprieve or pardon must cast doubt upon the guilt of
them that died till now.”
a. Name
b.
Situation
6.
“Some dream I had must have mistaken you for God that day. But you’re not, you’re not, and let you
remember it!”
a. Name
b.
7.
“I denounce these proceedings, I quit this court!”
a. Name
b.
8.
Situation
“Adultery, John.”
a. Name
b.
10.
Situation
“Think on your village and what may have drawn from heaven such thundering wrath upon you all.”
a. Name
b.
9.
Situation
Situation
“I never knew what pretense Salem was, I never knew the lying lessons I was taught by all these
Christian women and their covenanted men!
a. Name
b. Situation
Opinion Essay (10 Points)
Choose ONE of the following questions to answer in a 200-word essay. Include at least 5 specific examples
from The Crucible to back up your opinion. Circle your chosen question below and write your essay on the
pages provided.
Which character from Arthur Miller’s The Crucible has the most integrity?
Do John and Elizabeth Proctor truly love each other?
Which character from The Crucible has the most to forgive?
Which character is most at fault for the witch trials?
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The Crucible
Socratic Seminar
Name:
1.
a.
Is theocracy an appropriate form of government for America?
Answer
b.
Evidence (any relevant quote)
2.
a.
If Salem had been part of a democracy in the 1600s, would the Salem witch trials have happened?
Answer
b.
Evidence (any relevant quote about democracy)
3.
a.
Do you believe that America (as a society) is more just or more unjust now than in the 1600s at the time of the Salem witch
hunts?
Answer
b.
Evidence (news story from this year or last)
4.
a.
Who is most at fault for the Salem hysteria (or who is most to blame)?
Answer
b.
Evidence (quote from The Crucible)
5.
a.
Who is most at fault for the injustice we see in our world today?
Answer
b.
Evidence (any relevant quote or source)
6.
a.
What is the definition of justice, according to the Bible?
Answer
b.
Evidence (Bible verse and text)
7.
a.
According to the Bible, are we responsible for the justice and/or mercy of others?
Answer
b.
Evidence
8.
a.
What can this class do to show justice or mercy to a person or a group of people in this community or far away?
Proposed Project
b.
Estimated Materials
c.
Estimated Time Involved
d.
Estimated Cost
e.
Contact Person’s Name
f.
Contact Person’s Email or Phone Number