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The Crucible, Act IV by Arthur Miller
Reading Warm-up B
Read the following passage. Pay special attention to the underlined words. Then, read it again,
and complete the activities. Use a separate sheet of paper for your written answers.
In 1996, more than 40 years after The Crucible was first
performed, the director Nicholas Hytner made the first
English-language motion picture version of Miller’s play.
The film starred Daniel Day-Lewis as John Proctor, Joan
Allen as Elizabeth, Winona Ryder as Abigail Williams, and
Paul Scofield as Judge Danforth. Arthur Miller wrote the
screenplay.
There was little disagreement or disputation among
the critics, who warmly praised the film version. Winona
Ryder was singled out for her interpretation of Abigail as
a character of complex motivations. On one level, Abigail
acts out of retaliation against John and Elizabeth, wishing to revenge herself for John’s rejection. Abigail can
thus beguile the court into accusing Elizabeth of witchcraft. On another level, however, Ryder interprets Abigail
as appalled when events spin out of control. Late in the
film, Abigail’s eyes inaudibly express her horror. She
does not, of course, become openly more conciliatory or
retract her accusations; it is too late for that. However,
her gaunt and almost haunted expression hint at a certain degree of regret, or even penitence, for her actions.
One of Arthur Miller’s universal themes in The Crucible
is the challenge to the individual of retaining self-respect
when society seems bent on destroying it. This is the reason for John Proctor’s most important decision in the
play. For Proctor, the soiling of his reputation would
amount to an everlasting foul odor, or stench, surrounding his name. This is why he refuses to sign the false confession that Danforth extracts from him. It is another
virtue of the film version that this theme comes through
loud and clear, thanks to Daniel Day-Lewis’s excellent
performance.
1. Underline the words that give
a clue to the meaning of
disputation. Write a sentence
of your own using the word
disputation.
2. Circle the words in this sentence that give a clue to the
meaning of retaliation. What
is an antonym for retaliation?
3. What are two synonyms for
beguile?
4. Underline the words in this
sentence that give a clue to
the meaning of inaudibly.
Use a word meaning the
opposite of inaudibly in a
sentence of your own.
5. Circle the words in this sentence that give a clue to
the meaning of the word
conciliatory. Use a word
meaning the opposite of
conciliatory in a sentence of
your own.
6. Underline the words in this
sentence that offer a clue to
the meaning of gaunt. What
are two synonyms for gaunt?
7. Circle the word in this sentence that hints at the meaning of penitence. Use the
word penitence in an original
sentence.
8. Circle the words in this sentence that hint at the meaning of the word stench.
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The Crucible, Act IV, by Arthur Miller
Literary Analysis: Tragedy and Allegory
Tragedy is a dramatic form in which the main character—the tragic hero—is involved in a
struggle that ends in disaster. The hero is usually a well-respected person whose downfall
comes as a result of fate or a tragic flaw. The audience or readers feel sorry for the main
character, who usually learns something profound and displays honor or nobility at the end.
An allegory is a story with more than one layer of meaning: a literal meaning and one or
more symbolic meanings. The characters, setting, and themes in an allegory are symbols of
ideas and qualities that exist outside the story.
A. DIRECTIONS: Refer to Act IV of The Crucible as you answer the following questions.
1. Who is the tragic hero of The Crucible? How do you know?
2. What is this character’s tragic flaw? How does it lead to his or her downfall?
3. What does the hero learn at the end of the play? How does this affect his or her actions?
B. DIRECTIONS: On the lines below, write a paragraph explaining how The Crucible is an
allegory. Identify both its literal meaning and its symbolic meaning. Then evaluate the
effectiveness of the play as an allegory and explain your assessment.
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The Crucible, Act IV, by Arthur Miller
Reading Strategy: Evaluate the Influences of the Historical Period
The philosophical, political, religious, ethical, and social influences of the historical period
portrayed in The Crucible shape the characters, setting, actions, and message of the play.
Though some elements of the story could take place any time and in any place, many aspects of
the play are completely dependent on the time period for their meaning.
DIRECTIONS: Refer to Act IV to fill in the graphic organizer. In each circle, identify and briefly
evaluate the influences of the historical period in the categories specified.
Religious Influences
Political Influences
Social Influences
Philosophical Influences
Ethical Influences
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The Crucible, Act IV, by Arthur Miller
Grammar and Style: Sentence Fragments and Run-Ons
Sentence fragments are incomplete sentences that may lack either a subject or a verb.
Fragments are therefore parts of sentences incorrectly punctuated as though they were
complete. A run-on is two or more complete sentences that are not properly joined or separated.
To correct fragments and run-ons, follow these steps:
1. Decide if a problematic sentence is a fragment or a run-on.
2. If it is a fragment, add information to make a complete thought or combine the fragment with
another sentence.
3. If it is a run-on, split it into two sentences. You might also add a comma or a conjunction to make it
a correct single sentence.
A. PRACTICE: On the space before each number, identify each of the following problematic
sentences as a fragment or a run-on.
1. Tried to get the prisoners to confess.
2. Proctor was not guilty he was willing to confess to save his life he
wanted to be with his wife and children.
3. Although he spoke his confession willingly.
4. Rebecca Nurse bravely willing to die rather than confess to being a
witch.
5. Proctor changed his mind he could not write his confession down
and lose his honesty.
B. Writing Application: On the lines below, revise each sentence in Practice A so that it is no
longer a fragment or a run-on.
1.
2.
3.
4.
5.
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The Crucible, Act IV, by Arthur Miller
Support for Writing: Literary Criticism
DIRECTIONS: You will write an essay in which you interpret The Crucible’s main themes by
exploring how the events, characters, and messages presented in the play both reflect the play’s
historical context then transcend that context to become universal. For your prewriting, review the
play and generate a list of themes you think are important. Fill in the diagram below to record the
themes and your interpretation of them.
Theme
1.
2.
3.
Historical Meaning
1.
2.
3.
Universal Meaning
1.
2.
3.
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The Crucible, Act IV, by Arthur Miller
Enrichment: Research
Time after time in the workplace, those who are well prepared with thorough documentation
succeed. In The Crucible, Giles Corey succeeds in many of his legal dealings by doing his own
research. Indeed, some of the credibility of the play comes from the fact that Miller had done
enough research to seem authoritative on the events of 1692.
Today, knowing how to research is a valuable skill. Here are a few strategies:
1. Define your topic. What, exactly, do you want to know? Miller did not want to know about
the Salem trials—he wanted to know about the people in them.
2. Identify likely sources. After you know what you’re looking for, ask yourself where you
would be most likely to find it. Information professionals try to organize data and information in the simplest, most logical way. Use the same idea to find what you need.
3. Limit your search. After defining a topic and identifying sources, further narrow the search.
Internet and online information systems often help you refine your search through keywords.
4. Pursue references. You may not always find what you’re looking for, but you may find a reference to the source that has exactly what you want. Bibliographies can also be a source.
5. Follow your curiosity. You know what you want, and if you’ve defined a topic and narrowed your search, trust your curiosity. Within reason, follow your instinct.
6. Take careful, detailed notes. Nothing is more frustrating than finding exactly what you
want but failing to keep a good record of it. You also need to be able to document your work.
7. Ask. In almost any place you’re seeking information, someone is available who knows how
to find it. They’ll be glad to show you how and where to look.
DIRECTIONS: Show how the preceding principles of research might have been used by Arthur
Miller in preparing to write The Crucible.
1.
2.
3.
4.
5.
6.
7.
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The Crucible, Act IV, by Arthur Miller
Selection Test A
Critical Reading Identify the letter of the choice that best answers the question.
1. What is the setting of The Crucible, Act IV?
A. the Proctors’ home
B. the Salem jail
C. the woods outside of town
D. the judge’s chambers
2. Which situation in The Crucible, Act IV symbolizes the message that unjust use
of the law destroys communities?
A. Cows have no farmers to care for them.
B. Abigail and Mercy disappear from sight.
C. Tituba plans to visit Barbados.
D. Hale wishes for Rebecca’s confession.
3. Why does Danforth treat Parris with contempt in The Crucible, Act IV?
A. He thinks Parris is committed to mercy.
B. He thinks Parris a fool to believe Abigail.
C. He thinks Parris cares only for himself.
D. He thinks Parris wants only to get rich.
4. In The Crucible, Act IV, Danforth plans to execute prisoners quickly. What
theme is the author suggesting about the use of law that might also be applied
to today’s world?
A. Justice is served by quick sentencing.
B. Judges must act quickly in all cases.
C. The law is not always just.
D. Laws are made to be broken.
5. In The Crucible, Act IV, what can the reader infer from the situation in Andover,
where people have refused to cooperate with the witchcraft court?
A. Andover is a community without law.
B. Andover is fighting the hysteria.
C. All Andover’s witches have fled.
D. Danforth will have to go to Andover.
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6. Which event provides the moment of climax in The Crucible, Act IV?
A. Abigail’s disappearance from Salem
B. Elizabeth’s appearance in John’s cell
C. John’s refusal to sign the confession
D. Parris’s plea to Elizabeth
7. In The Crucible, Act IV, John’s destruction of the confession conveys what key
message?
A. Individuals are stronger than courts.
B. Forgiveness is found even in courtrooms.
C. One’s honor cannot be signed away.
D. Justice can be assured with documents.
8. How does the result of Proctor’s refusal to sign away his honor in The Crucible,
Act IV, compare to the result of people’s refusal to testify during the McCarthy
era of the 1950s?
A. Fear of imprisonment made many people keep silent.
B. People’s lives were destroyed when they refused to testify.
C. The Salem accusers were found to be Communists.
D. People who testified against others in the 1950s were heroes.
9. Danforth’s behavior in The Crucible, Act IV, exemplifies which of these truths?
A. Justice is served by the legal process.
B. Judges always rule for the good of all.
C. Confession is good for the soul.
D. The powerful act to preserve power.
10. How does Elizabeth show that she understands John at the end of The Crucible,
Act IV?
A. She does not plead to be present at his execution.
B. She knows honor is more important to him than his life.
C. She demands that he confess so that they may both live.
D. She asks that he forgive her for her lack of trust.
Vocabulary and Grammar
11. A conciliatory person is one who tries to avoid
A. air travel
B. rich foods
C. parties
D. disagreements
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12. Which word is CLOSEST in meaning to retaliation?
A. injustice
B. hysteria
C. revenge
D. forgiveness
13. Which word is most nearly OPPOSITE in meaning to adamant?
A. harsh
B. flexible
C. unoriginal
D. impatient
14. Which word best replaces beguile in this sentence: “The slick, lavish advertisement seeks to beguile the reader into believing that he or she simply must have
a new car”?
A. threaten
B. tire
C. charm
D. inform
15. Which of the following is a sentence fragment?
A. Stop the music.
B. Just in case you were wondering, of course.
C. I have no idea.
D. Isn’t it amazing?
Essay
16. In Act IV of The Crucible, John Proctor is at first willing to say he admits to wrongdoing, but he will not accuse others. Why do you think he takes this position, and do
you agree with his action? In a brief essay, give your opinion.
17. In The Crucible, Act IV, Reverend Hale pleads with Elizabeth Proctor to persuade
John to confess and save his life. He says that life is more precious than standing
on a principle. Elizabeth’s answer to Hale is, “I think that be the Devil’s argument.”
What do you think she means by this comment? Write a brief essay to answer the
question.
18. Thinking About the Essential Question: How does literature shape or reflect
society? A classic theme of literature in general—and of The Crucible in
particular—is the conflict that can arise between a person’s individual ideals and
principles on the one hand and the expectations of society on the other. In an
essay, discuss this theme as it applies to two major characters in The Crucible.
Support your answer with details from the play.
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