The Crucible
by Arthur Miller
Sophomore English
Individualism & Integrity Unit
Study Guide Questions
Discuss the following questions in your group. On a separate piece of paper or via email, thoroughly
answer them.
Act 1 – Scene 1
1.
What do we learn in the opening narrative that is important to the events that follow?
2.
What happened in the woods the night before Act One begins?
3.
How did the events come to light, and what was the effect on Betty and Ruth?
4.
Why is the town so stirred up by these events?
5.
What is Reverend Parris’ first reaction to the crisis?
6.
What reason does Ann Putnam have to be resentful?
7.
What reason does Thomas Putnam have to be resentful?
8.
Why do the girls argue about whether or not to tell the truth?
9.
How does Abigail eventually get her way?
10.
What is a crucible?
Act 1 – Scene 2
1.
Why was Abigail dismissed from her job at the Proctors’ house?
2.
What does Abby tell Proctor about the events in the woods?
3.
How have Proctor’s feelings toward Abby changed?
4.
When does Betty cry out?
5.
How is this cry interpreted?
6.
How is Betty finally calmed?
7.
How does Rebecca explain the events in the woods?
8.
Why would anyone resent the Nurses?
9.
Why does Proctor dislike Parris?
10.
Why does Parris dislike Proctor?
Act 1 – Scene 3
1.
Why is Hale invited to Salem from Boston?
2.
Has Hale ever found a witch?
3.
What is significant about the timing of Hale’s entrance?
4.
What do we learn about Rebecca Nurse from Hale?
5.
What does Giles mention to Hale about Proctor?
6.
What does Giles mention about his wife?
7.
What are Rebecca and John’s roles in the proceedings?
8.
What does Abigail do when questioned?
9.
How is Tituba treated when she finally concocts a conversation with the Devil and names
a Salem woman as a witch?
10.
What does Abby do when she sees this reactions?
Act 2 – Scene 1
1.
What is the significance of John’s re­seasoning the soup?
2.
What is the relationship between John and Elizabeth like?
3.
What new position does Mary Warren now hold?
4.
Who is in charge of this court?
5.
What action has the court taken?
6.
What will happen if the accused do not confess?
7.
How has Mary’s personality changed since her involvement in the court?
8.
What issue does Elizabeth continue to hound her husband about?
9.
What does Elizabeth’s lack of mercy and understanding foreshadow?
10.
Why does John hesitate to go to the court and reveal Abigail’s fraud?
Act 2 – Scene 2
1.
What does Mary Warren give Elizabeth?
2.
What is Elizabeth’s reaction to the gift?
3.
How many people have now been arrested?
4.
What will happen to those who do not confess?
5.
Who has confessed?
6.
What does this mean for the others?
7.
What would spare Sarah Good from hanging?
8.
What shocking news does Mary offer regarding Elizabeth?
9.
What cause does Elizabeth immediately suspect?
10.
Now that Elizabeth is accused, does John go quickly to the court to clear her name?
Act 2 – Scene 3
1.
Why does Hale appear at the Proctor house?
2.
Why would John’s Christian character be in question?
3.
What reason does John first give for not going to church regularly?
4.
What reason does John finally admit to for his behavior?
5.
Why is John’s not going to church significant to the play?
6.
What does Hale request the Proctors do to show their faith?
7.
Are the Proctors successful in fulfilling this request?
8.
Why is this particular commandment significant?
9.
What news briefly shakes Hale’s belief in the court system?
10.
What is his ultimate conclusion about the system at the end of this scene?
Act2 – Scene 4
1.
What orders do Cheever and Herrick have at the Proctor house?
2.
What has happened to Abigail?
3.
Why is this related to the poppet?
4.
Did Elizabeth keep poppets in her house?
5.
What is found in the poppet?
6.
How did the needle get there?
7.
Do the authorities believe Mary’s admission?
8.
What does John do with the warrant for Elizabeth’s arrest?
9.
What does Proctor believe is motivating the court at this point?
10.
What does Mary warn will happen if Proctor attempts to interfere with the court?
Act 3 – Scene 1
1.
What is the significance of lighting described in the stage directions?
2.
Who is being charged as Act Three begins?
3.
What possible motive does Giles Corey offer for the accusations against his wife and
others?
4.
How are these charges received?
5.
Why does Giles feel guilty?
6.
What do Proctor and Mary Warren being with them as evidence?
7.
How does Judge Danforth measure his worth?
8.
What does Parris do when Proctor attempts to make his case?
9.
What is happening to Hale at this point?
10.
How is Mary’s statement that the accusations are mere pretense received?
Act 3 – Scene 2
1.
What news does Danforth give John Proctor about his wife?
2.
Why did the court not believe this assertion at first?
3.
What does Proctor tell Danforth about his doubts?
4.
What offer is made to Proctor by Danforth?
5.
What happens to the people who signed the deposition upholding the three women?
6.
What does Giles Corey charge in his deposition against Thomas Putnam?
7.
How does Putnam answer, and who is believed?
8.
What does Mary Warren’s deposition claim?
9.
What does Hale suggest after the deposition is read?
10.
Why does Danforth not allow Proctor to obtain a lawyer?
Act 3 – Scene 3
1.
What does Abigail do when confronted with Mary’s accusation of pretense?
2.
What behavior of Abby’s does Proctor bring to the judges’ attention?
3.
Why does he choose to reveal these things?
4.
What is Reverend Parris’ reaction to these charges against his niece?
5.
How is Mary asked to prove that the girls were lying?
6.
How does Abigail respond to Mary’s assertions that the girls were all lying?
7.
What does Proctor finally call Abigail?
8.
Who is brought in to back up this accusation, and what does she do?
9.
How does Mary finally respond to Abby’s behavior?
10.
What happens to Proctor at the end of the Act?
Act 4 – Scene 1
1.
What are Tituba and Sarah Good discussing as the Act opens?
2.
How does Tituba describe the Devil in Barbados?
3.
What has happened that has made Parris so anxious?
4.
What happened in Andover?
5.
Why is Parris afraid to hang John Proctor and Rebecca Nurse the next morning?
6.
Why is Parris more frightened to hang Proctor and Nurse than anyone else?
7.
Why does Parris request a postponement of the hangings?
8.
What does Hale request instead of postponement?
9.
Why does Danforth refuse Hale’s request?
10.
What has Hale been advising those condemned to do?
Act 4 – Scene 2
1.
What does Hale plead with Elizabeth to do?
2.
Why does Hale believe a lie would not be a sin in this case?
3.
Why is Hale so adamant in his attempts to convince Elizabeth?
4.
Have any of the other prisoners confessed?
5.
What reason does John give for not confessing?
6.
What further reason keeps John from confessing?
7.
What has John decided to do before he sees Elizabeth?
8.
What does Elizabeth advise him to do?
9.
How has Elizabeth changed?
10.
What reason does John have for not telling the truth and going to his death?
Act 4 – Scene 3
1.
Why is Rebecca Nurse brought in to witness Proctor’s confession?
2.
Why does Proctor refuse to name the names of other witches?
3.
Why does Proctor refuse to give Danforth the paper with his signature on it?
4.
What is the climax of the play?
5.
What does Proctor do with the signed confession?
6.
How has Proctor earned his death?
7.
How does Elizabeth react to his choice of death?
8.
When does Proctor claim his good name?
9.
What reaction does Rebecca Nurse have to John Proctor’s confession?
10.
Does Rebecca Nurse confess? Why or why not?
The Crucible, Act I, by Arthur Miller
Cross-Curricular Connection: Social Studies
The climate of fear and false charges about which Arthur Miller writes in The Crucible reflect
the climate of suspicion he lived through in the 1940s: the period of McCarthyism. The word
McCarthyism came from the name of Joseph R. McCarthy, a Wisconsin senator who made
numerous charges—usually with little evidence—that certain officials and individuals were
communists or cooperated with communists.
McCarthyism developed during the Cold War, an era of great hostility between the communist
and noncommunist nations of the world. In the late 1940s and early 1950s, communists
took over Czechoslavakia and China, the Soviet Union exploded its first atomic bomb, and the
Soviet Union equipped the North Korean communist forces that invaded South Korea. Because
of these and other events, many in the United States government deeply feared communism
and began to investigate its influence, sometimes using questionable methods.
In 1947, the House Committee on Un­American Activities (HUAC) investigated claims that
Hollywood was full of those who advocated the overthrow of the United States. Many writers
refused to testify before the committee, and some were blacklisted by the industry and could no
longer work. HUAC expanded its investigations. In the early 1950s, Senator McCarthy
accused so many people of being communists that the whole era became known as the
“McCarthy Era.” His dubious evidence, brutal tactics, and unfair questioning eventually led to
his being discredited, but the fear of being labeled a communist caused some people to name
others as suspects merely to prove their own loyalty.
Called by HUAC in 1956, Arthur Miller refused to name individuals he had seen ten years
earlier at a meeting at which communists were allegedly present. He was convicted of contempt.
The conviction was later overturned. In 1957 the first film of The Crucible was made
in France, because American companies feared to produce it. It took decades for paranoia to subside,
and using techniques of unproven charges, guilt by association, and sensational
accusation in the media is still known as McCarthyism.
Write answers to the questions on a separate piece of paper or via email.
1. Why did some Americans fear communism so much?
2. The USSR was hostile to the United States and doubtless engaged in espionage. What
was wrong with the actions of McCarthy and others like him?
3. What similarities do you see between the McCarthy era and the time of The Crucible?
The Crucible, Act I, by Arthur Miller
Build Vocabulary
Spelling Strategy When adding a suffix that begins with a vowel to a word that ends in a
silent e, drop the e, and then add the suffix. For example, ingratiate + ing =
ingratiating and dissemble + ing = dissembling.
Using the Root ­grat­
A.
DIRECTIONS: The root ­grat­ means “pleasing” or “grateful.” Explain how the meaning
of the word root ­grat­ contributes to the meaning of each of the following words.
1. gratitude
2. gratuitous
predilection ingratiating dissembling calumny
inculcation propitiation licentious
B.
DIRECTIONS: Match each word in the left column with its definition in the right
column. Write the letter of the definition on the line next to the word it defines.
____ 1. predilection
a. charming
____ 2. calumny
b. slander
____ 3. propitiation
c. immoral
____ 4. licentious
d. instilling
____ 5. ingratiating (adj)
e. appeasement
____ 6. inculcation
f. lying
____ 7. dissembling
g. preference
The Crucible, Act I, by Arthur Miller
Grammar and Style: Pronoun Case in Incomplete Constructions
In an incomplete construction—a sentence in which a verb or a preposition is
“understood”—it is sometimes difficult to decide what pronoun you need. Mentally completing the
sentence will help you decide whether you need the subject or object form of the pronoun.
Abigail seems more sure of herself than they [do].
Without the understood verb, it is not always easy to hear that the word they, not them,
is correct.
Reverend Hale is more concerned with witches than [with] her.
In this example, the understood word is the preposition with, which requires her—instead
of she—as its object.
Remember that subject pronouns serve as the subject of a verb. Object pronouns are objects of
prepositions or of verbs.
A.
Practice: Each of the following sentences is an incomplete construction. Above each
sentence write the understood word or words and use a caret (^) to show where the
word or words should be inserted. Then indicate whether the italicized pronoun form is
a subject or an object by writing S or O in the blank provided.
____ 1. Mercy Lewis is concerned about Ruth as well as her.
____ 2. John Proctor has loyalties to his family and her.
____ 3. Reverend Hale feels more prepared than they to judge whether witchcraft is present or
not.
____ 4. Reverend Parris is at least as worried about himself as her.
____ 5. The other girls are more frightened than she.
____ 6. Betty seems in worse condition than she.
B. Writing Application: Circle the pronoun form that correctly completes each sentence.
Remember to complete the sentence mentally to help determine the correct form.
1. Mrs. Putnam is more eager than (they/them) to blame the Devil.
2. Reverend Parris is as surprised as (she/her) that Ruth Putnam also ails.
3. Giles Corey is curious about Ruth and (she/her).
4. Mr. Putnam feels himself more intellectually gifted than (he/him).
5. Goody Putnam perhaps has more reason than (they/them) to believe that there is evil in
the world.
6. Rebecca Nurse has a calming influence on the adults as well as (she/her).
The Crucible, Act I, by Arthur Miller
Reading Strategy: Question the Characters’ Motives
Examining the behavior of characters in a story or play is always a good way to increase understanding
of the plot. Specifically, to question the characters’ motives—their reasons for
acting and speaking as they do—helps alert readers to important details and ideas that are not
necessarily directly stated.
In The Crucible, characters’ motives are revealed through their actions, words, and extensive
stage directions.
DIRECTIONS: Question the motives of Abigail, Mrs. Putnam, and Reverend Hale. Review
each characters’ words, actions, and the stage directions as you complete the table with
your answers to the questions in the first column.
Abigail
What motivates the
characters’ behavior?
Do the characters hide
true motives? If so,
how?
Might characters be
unaware of true
motives?
Mrs. Putnam
Reverend Hale
The Crucible, Act I, by Arthur Miller
Literary Analysis: Characterization Through Dialogue and Stage Directions
Dialogue is the words that characters in drama speak. Stage directions, among other
information, tell how characters in a drama behave—what actions they take, what tone of
voice they use, what their motivations might be.
Characterization is the way a writer reveals a character’s personality. A playwright reveals
characters through the dialogue and the stage directions.
DIRECTIONS: Read the following dialogue and stage directions. Then answer the questions
about what each character’s words and actions reveal. Paper or email.
PARRIS: I cannot blink what I saw, Abigail, for my enemies will not blink
it. I saw a
dress lying on the grass.
ABIGAIL, innocently: A dress?
PARRIS, it is very hard to say: Aye, a dress. And I thought I
saw—someone naked
running through the trees.
ABIGAIL, in terror: No one was naked! You mistake yourself, uncle!
PARRIS, with anger: I saw it! He moves from her. Then, resolved: Now
tell me true,
Abigail. 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.
Whatever
abomination you have done, give me all of it now, for I dare
not to be
taken unaware when I go before them down there.
1.
What kind of a person is Abigail? Cite two examples from the dialogue or stage
directions to explain your answer.
2.
Why do you think Parris finds it “very hard to say” that he saw someone naked?
3. Why does Abigail respond “in terror”?
4. Why do you think the playwright specifies that Parris “moves from her”?
5. Based on this passage, what is Parris most concerned with? Cite at least one piece of
dialogue to support your answer.
The Crucible, Act II, by Arthur Miller
Build Vocabulary
Spelling Strategy For verbs that are complete recognizable words ending in er, add the
suffixes -ent or -ence to form adjectives or nouns, respectively. Thus, differ
becomes different, confer becomes conference, and defer becomes the
word deference.
Using the Suffix ­logy
The most common meaning of the suffix -logy is “the science or study of.” The suffix derives
from a Greek word meaning “reason” or “word,” and you can see how “science or study of”
might evolve from that meaning.
A.
DIRECTIONS: Use a dictionary to discover and define the root of each of the following words.
Then write the meaning of the root of each, and explain how the suffix -logy combines with the
meaning of the root to make the word.
1.
psychology
2.
ontology
3.
entomology
pallor ameliorate avidly base deference
theology quail gingerly abomination blasphemy
B.
DIRECTIONS: Each item consists of a word from the Word Bank followed by four lettered
words or phrases. Choose the word or phrase most nearly similar in meaning to the Word
Bank word.
_____ 1. pallor:
_____ 2. ameliorate:
_____ 3. avidly:
_____ 4. base:
_____ 5. deference:
_____ 6. theology:
a. ease b. majesty c. paleness d. sitting room
a. nourish b. improve c. criticize d. plot
a. rapidly b. loftily c. enthusiastically d. coolly
a. degraded b. faded c. safe d. planned
a. distinction b. citation c. delay d. respect
a. study of legal issues
c. study of life forms
b. study of religious philosophy
d. study of ancient books
_____ 7. quail:
a. cringe b. subdue c. reassure d. seek
_____ 8. gingerly:
a. hotly b. appreciatively c. profanely d. cautiously
_____ 9. abomination:
a. suddenness b. mysteriousness c. depravity d. astonishment
_____10. blasphemy:
a. explosion b. illness c. sorcery d. sacrilege
The Crucible, Act II, by Arthur Miller
Grammar and Style: Commas After Introductory Words
Certain mild interjections or other interrupters sometimes introduce the rest of a sentence.
In spoken language, most of us use such introductory words commonly: “Hey, I wish I
had known that.” These introductory words serve to heighten the illusion of speech in a
written sentence.
When writing sentences with introductory words, use a comma to set them off from the rest
of the sentence.
A.
Practice: Identify which of the following sentences, some of which contain introductory
interrupters, are correctly punctuated. Indicate a correct sentence by placing a C on the
line to the left of the sentence. If the sentence is incorrect, place an I on the line, and
correct the punctuation of the sentence.
____ 1. “Oh, it is a black mischief.”
____ 2. “Why then it is not as you told me.”
____ 3. “Why, thank you, it’s a fair poppet.”
____ 4. “What, did she do to you?”
____ 5. “Mr. Proctor in open court she near to choked us all to death.”
____ 6. “Aye, but then Judge Hathorne say, ‘Recite for us your commandments!’ ”
____ 7. “Oh, the noose, the noose is up!”
____ 8. “No, man may longer doubt the powers of the dark are gathered in monstrous attack
upon this village.”
B.
1. Oh
2. Yes
3. Well
4. Now
Writing Application: Use each of the following as an introductory word in a sentence
about an event or theme in The Crucible.
The Crucible, Act II, by Arthur Miller
Literary Analysis: Allusion
An allusion is a reference to some well­known thing or idea. In our society, for example, people
often allude to sports phenomena: “This project is the Super Bowl for us.” Common allusions
often take their reference from the surrounding society, so it’s little wonder that the Salem
Puritans allude to their religion as knowledgeably and as frequently as we allude to sports.
DIRECTIONS: Use a dictionary or other reference work to explain the italicized allusion in
each of the following items.
1.
At the beginning of Act II, a kind of cold war exists between John and Elizabeth because
of past events.
2.
Although an honest and strong man, John Proctor has an Achilles heel—his relationship
to Abigail.
3. Something between a siren and a harpy, Abigail proves to be Proctor’s undoing.
4. Reverend Hale brings an ivory-tower approach to his examination that ill fits the world he
finds.
5. With the sword of Damocles above his head, Proctor flusters and cannot remember the
Ten Commandments.
6. Even a person with the patience of Job, however, would grow angry at the injustice of
innuendo as evidence.
The Crucible, Act II, by Arthur Miller
Literary Analysis: Comparing the Use of Allusion
An allusion is a reference to a well­known person, place, event, literary work, or work of
art. Writers often make allusions to stories from the Bible, to Greek and Roman myths, to
Shakespearean plays, and to political and historical events. With an allusion, a writer can
bring to mind a complex idea clearly and simply.
DIRECTIONS: Answer these questions to compare and contrast two writers’ use of the element
of allusion.
1. What poem that you read in Unit 6, Part 3, has an allusion in its title?
2. What type of allusion is it?
3. Explain the meaning of the allusion.
4. Would a biblical or Roman or Shakespearean allusion also have been appropriate for the
poet to use? Explain your answer.
5. What type of allusion is found in The Crucible?
6. Why do you think Miller used this type of allusion for the characters in The Crucible to
speak?
7. Would Greek or Roman or Shakespearean allusions been appropriate in The Crucible?
Explain your answer.
The Crucible, Act III, by Arthur Miller
Build Vocabulary
Spelling Strategy→ When adding an -ly suffix to a word that ends in a consonant, do not
double or change the consonant. The Word Bank words deferentially and
incredulously
illustrate this strategy.
Using Legal Terms
A. DIRECTIONS: Scenes that take place in courtrooms—whether in
books, on television, or in real life—are usually full of special words
and phrases that have particular meaning for the judges, lawyers,
and others present. This is true of Act III of The Crucible. Find out
what the following words mean. Then use each in a sentence about
the action in Act III.
1.
affidavit
2.
warrant
contentious deposition imperceptible deferentially anonymity
prodigious effrontery confounded incredulously blanched
B.
DIRECTIONS: Each item below consists of a Word Bank word followed by four
lettered words or phrases. Choose the word or phrase that is most nearly opposite
in meaning to the Word Bank word.
_____ 1. anonymity: a. obscurity b. fame c. solitude d. recklessness
_____ 2. blanched: a. darkened b. fair c. delayed d. eaten
_____ 3. confounded: a. established b. at risk c. angered d. clear­headed
_____ 4. contentious: a. competitive b. agreeable c. inclusive d. smoldering
_____ 5. deferentially: a. defensively b. imperceptibly c. disrespectfully d. differently
_____ 6. deposition: a. shifting b. trial c. putting in place d. informal chat
_____ 7. effrontery: a. decoration b. rearward c. politeness d. lying
_____ 8. imperceptible: a. obvious b. untouchable c. understandable d. off track
_____ 9. incredulously: a. contemptuously b. dismissively c. skeptically d. trustfully
_____10. prodigious: a. luxurious b. cheap c. bountiful d. meager
The Crucible, Act III, by Arthur Miller
Grammar and Style: Subject and Verb Agreement in Inverted Sentences
Whenever you write a sentence, the subject must agree with the verb in number. This means
a singular subject must have a singular verb and a plural subject must have a plural verb. In
most sentences the position of the subject is before the verb, as in this example.
S
V
Mr. Nurse announces that the girls are frauds.
In an inverted sentence, the subject comes after the verb. The subject and verb
agreement
is sometimes difficult to “hear” in an inverted sentence. Look at these examples.
V
S
Singular subject and verb: Critical to Elizabeth’s case is the credibility of
Abigail.
V
S
Plural subject and verb: Critical to Elizabeth’s case are the lies she tells
about Abigail.
When you write inverted sentences, be sure not to mistake a word in the opening phrase as the subject.
This can lead to errors in subject and verb agreement.
A.
Practice: The following sentences are about Act III. Underline each main subject. Circle
each main verb. Then identify the one sentence that contains an error in subject and
verb agreement. Correct that sentence by crossing out the incorrect verb and writing the
correct one above it.
1. There are many people in the vestry room.
2. Here are the husbands of the accused women.
3. Why is Proctor so stunned by Mary’s behavior?
4. Continually arguing and getting in the way is Reverend Parris.
5. Hurting Elizabeth’s chances are her ignorance of John’s confession.
B.
Writing Application: In each of the following sentences, the subject comes before the
verb. Rewrite each sentence in inverted order, choosing the verb that agrees in number
with the subject.
1. Abigail’s behavior (is/are) highly persuasive.
2. Corey and Nurse (is/are) riled up about the treatment of their wives.
3. Mary Warren (recalls/recall ) her confession in near hysterics.
4. Danforth (gazes/gaze) at Abigail in astonishment.
5. Mary desperately (shrieks/shriek) that John Proctor is doing the Devil’s work.
The Crucible, Act III, by Arthur Miller
Reading Strategy: Categorize Characters by Role
When you read stories or plays with many characters, it is easy to lose track of just exactly
who thinks what, who does what, and who offends whom. Categorizing characters
according
to their roles can help you keep track of any number of players. In addition, categorizing may
lead you to a discovery about a character’s motives or a plot development.
DIRECTIONS: Categorize the characters in Act III by answering the following questions.
1. Three different roles are played out in the court scene.
Who are the court officials?
Who are the accusers in Act III?
Who are the accused in Act III?
2. Some characters tell the truth, and some do not.
Who lies in Act III?
Who tells the truth in Act III?
Into what other category or set of categories do the characters in Act III fit? Label the categories
and list the characters in the space provided.
The Crucible, Act III, by Arthur Miller
Literary Analysis: Dramatic and Verbal Irony
In real life, things are often different from what they seem. When this occurs—both in life and in
literature—it is called irony. Writers and playwrights make use of two forms of irony to
surprise and entertain their readers and viewers.
In dramatic irony, the characters think one thing to be true, but the audience knows something
else to be true. This creates interest and tension in a story or play.
In verbal irony, words seem to say one thing but mean something quite different.
DIRECTIONS: Explain the verbal or dramatic irony that exists in the following passages.
Answer on a separate piece of paper or via email.
1.
Upon hearing Proctor’s and Mary’s statements, Danforth is shaken by the idea that
Abigail and the girls could be frauds. Danforth challenges Proctor with this: “Now, Mr.
Proctor, before I decide whether I shall hear you or not, it is my duty to tell you this.
We burn a hot fire here; it melts down all concealment.”
2.
Parris, to save his own reputation, is eager to support Abigail’s claims and the court’s
decisions. He accuses several people of making attacks upon the court. Hale’s
response is this: “Is every defense an attack upon the court? Can no one—?”
3.
Proctor reminds Mary of a biblical story about the angel Raphael and a boy named
Tobias. In the story, the boy frees a woman from the devil and cures his father of
blindness.
4.
Hale feels there is weight in Mary Warren’s deposition. He cautions Danforth about not
examining it closely: “Excellency, I have signed seventy­two death warrants; I am a
minister of the Lord, and I dare not take a life without there be a proof so immaculate
no slightest qualm of conscience may doubt it.”
5.
Proctor is informed that Elizabeth has said she is pregnant. Proctor says he knows
nothing of it but states that his wife does not lie. Later, when questioned about her
husband’s fidelity, Elizabeth lies, thinking she is protecting her husband and his
reputation.
The Crucible, Act III, by Arthur Miller
Literary Analysis: Dramatic Irony in Plot
Irony occurs when appearances differ from reality, or when what you expect differs from
what actually happens. Dramatic irony occurs when characters believe one thing while the
audience knows that something else is true.
Much of the plot of The Crucible involves dramatic irony. The plot is the sequence of events
in the drama. In a plot, an inciting incident introduces the central conflict. The conflict then
increases during the development of the plot until it reaches a high point of interest or tension—
the climax.
DIRECTIONS: Answer the questions to determine how dramatic irony plays a key role in the
plot of The Crucible. Answer on a piece of paper or via email.
1.
What does the audience know about the girls that many of the characters—including
Danforth—originally do not know?
2.
What does the audience know about Abigail that many of the characters—including
Danforth—originally do not know?
3.
There are many conflicts in The Crucible. What is the central conflict involving John
Proctor?
4. What is the climax of The Crucible—the scene where the conflict reaches the greatest
dramatic tension? Explain your answer.
5. Why is this climax an example of dramatic irony?esent)
The Crucible, Act IV, by Arthur Miller
Build Vocabulary
Spelling Strategy→Words ending in a silent e drop the e before a suffix beginning with a
vowel. The rule affects these Word Bank words:
purge + ed = purged; tantalize + ed = tantalized;
beguile + ed = beguiled; cleave + ed = cleaved;
conciliate + ory = conciliatory; and retaliate+ ion = retaliation.
Using Words From Myths
Myths are fictional stories that account for natural phenomena or explain actions of gods.
As English was developing, many writers and speakers were familiar with classical learning,
including mythology. Thus, English includes names and stories from the myths of various
cultures, and many words originate in these ancient tales.
A.
DIRECTIONS: Use a dictionary or other resource to explain the mythological origins of
the following words.
1. echo
2. volcano
3. Wednesday
4. museum
agape conciliatory beguile floundering retaliation
adamant cleave sibilance tantalized purged
B.
DIRECTIONS: Match each word in the left column with its definition in the right column.
Write the letter of the definition on the line next to the word it defines.
____ 1. agape
____ 2. conciliatory
____ 3. beguile
____ 4. floundering
____ 5. retaliation
____ 6. adamant
____ 7. cleave
____ 8. sibilance
____ 9. tantalized
____10. purged
a. hissing
b. cling
c. tempted
d. purified
e. open
f. charm
g. reprisal
h. resolute
i. appeasing
j. struggling
The Crucible, Act IV, by Arthur Miller
Grammar and Style: Commonly Confused Words: raise, rise
Do not confuse the verbs raise and rise. The verb raise means “to lift up.” The verb rise
means “to go up” or “to get up.” If a thing is going up by itself, use rise. If it is going up through
the action of someone or something else, use raise. Raise always has a direct object, and rise
never does.
Example: The tide rises with each passing hour.
Example: The surging water raises the boats.
The following chart summarizes the forms of the two verbs:
Unit 6: Prosperity and Protest
Verb
raise
(takes object)
rise
(no object)
Present
Present
Participle
Past
Past
Participle
raise, raises
raising
raised
(have) raised
rise, rises
rising
rose
(have) risen
(1946–Present)
A.
Practice: In each of the following sentences, write the appropriate form of the verb rise or
raise. For those sentences using a form of the verb rise, underline the subject performing the
action. For those sentences using a form of the verb raise, underline the direct object of the
action.
1.
In Act IV of The Crucible, hopes ___________________________ that Danforth may
yet stop the injustice.
2.
Reverend Hale finally ___________________________ his voice against the
proceedings at the end of Act III.
3.
Although Parris ___________________________ no objections earlier, by Act IV he
might also be ready to quit the folly.
4.
Perhaps it would be a wise move for Danforth somehow to stop the hysteria and chaos
that are ___________________________ in the village.
5.
But if Danforth’s doubts are ___________________________, he also has a problem:
what about those already executed?
6.
Although Proctor would like to live, if his hopes have ___________________________,
he has given no sign.
7.
As the sun ___________________________, the pressure and suspense reach their peak.
B.
Writing Application: Write a sentence using the indicated form of raise or rise.
1.
(raise, present)
2.
(rise, past participle)
3.
(rise, past)
4.
(raise, present participle)
The Crucible, Act IV, by Arthur Miller
Reading Strategy: Apply Themes to Contemporary Events
In The Crucible, Arthur Miller writes about a town in the grip of fear. Miller’s play also refers
to paranoia in America during the 1950’s, when fear of communism was widespread, and even
knowing a person “soft” on communism caused one to be suspected of treason.
The play also has as one of its themes the nature of belief and systems of “truth.” What went
so wrong in Salem in the 1690’s? How could some people in the 1950’s lose their good judgment?
Does thinking like this still occur today?
DIRECTIONS: Write the significance of each of the following passages to the play. Comment on
what it might also have meant to Americans in the times of McCarthyism in the 1950’s. Finally, express
what meaning the passage may have today about particular or general issues. Write your answers on a
separate piece of paper or via email.
1.
They believed, in short, that they held in their steady hands the candle that would
light the world. We have inherited this belief, and it has helped us and hurt us.
2.
The witch­hunt was a perverse manifestation of the panic which set in among all
classes when the balance began to turn toward greater individual freedom. . . . It is still
impossible for man to organize his social life without repressions, and the balance has
yet to be struck between order and freedom.
3.
In the countries of the Communist ideology, all resistance of any import is linked
to the totally malign capitalist succubi, and in America any man who is not reactionary in
his views is open to the charge of alliance with the Red hell.
4.
DANFORTH: In an ordinary crime, how does one defend the accused? One calls
up witnesses to prove his innocence. But witchcraft is ipso facto, on its face and by its
nature, an invisible crime, is it not? Therefore, who may possibly be witness to it?
The Crucible, Act IV, by Arthur Miller
Literary Analysis: Theme
The havoc that fear and suspicion can wreak if not countered by reason is the most obvious
theme of The Crucible. A theme is a central idea or insight that a writer tries to convey in a
literary work. Miller’s depiction of paranoia in Salem and his references to America in the 1950’s make
clear his ideas on the topic.
A work of literature may have more than one theme. Miller carefully intertwines other topics
and themes as well. The personal motivations of the characters, for example, contribute to their
fates along with the religious issue of witchcraft. John withholds critical information about Abigail, for
example, because of his past relationship with her. Hale’s academic pride blinds him to hysteria’s
momentum for too long. How does Miller spin these threads into themes about people and how they
behave? What themes does he express?
DIRECTIONS: Use the following chart to help you identify themes in The Crucible. In the first
column are subjects or topics that Miller addresses in the play. In the second column, write a
sentence that states a theme about each topic that the events in the play express. In the third
column, list the events or evidence in the play that points to the theme you’ve identified.
Topic
Guilt
Revenge
Pride
Intolerance
Authority
Integrity
Theme
Events in Play
The Crucible, Act IV, by Arthur Miller
Literary Analysis: Characters and Theme
An theme is a central idea or insight that a writer tries to convey in a literary work. A work
of literature may have more than one theme. Themes of The Crucible include the following:
●
●
●
●
●
political paranoia
justice/injustice
fear
guilt
integrity
●
●
●
●
●
revenge
pride
intolerance
authority
courage
In a play, characters are revealed by what they do, what they say, and what other characters
say about them. Often, a playwright will choose one or more characters to carry a theme.
The characters’ behavior will help crystallize the theme, showing, for example, what integrity,
revenge, or intolerance might look like and what its consequences might be.
DIRECTIONS: Write a few sentences telling how each character represents one or more themes
of The Crucible. Give specific examples of things that the character does and says, and
things that are said about that character, to show how the playwright has used that character to
explore one or more themes.
1.
Rebecca Nurse
2.
Deputy Governor Danforth
3.
Mary Warren
4.
John Proctor
5. Another character of your choice
Ogden Nash Poetry
Read and discuss Ogden Nash’s poetry. As a team, answer the questions on a separate piece of
paper or via email.
A Word to Husbands
To keep your marriage brimming
With love in the loving cup,
Whenever you’re wrong, admit it;
Whenever you’re right, shut up.
­­Ogden Nash
1.
What does this poem mean?
2.
Is it good advice? Why or why not?
3.
Could this poem/advice helped John Proctor? Why or why not?
Portrait of the Artist as a Prematurely Old Man
It is common knowledge to every schoolboy and even every Bachelor of Arts,
That all sin is divided into two parts.
One kind of sin is called a sin of commission, and that is very important,
And it is what you are doing when you are doing something you ortant,
And the other kind of sin is just the opposite and is called a sin of omission
and is equally bad in the eyes of all right­thinking people, from
Billy Sunday to Buddha,
And it consists of not having done something you shuddha.
I might as well give you my opinion of these two kinds of sin as long as,
in a way, against each other we are pitting them,
And that is, don't bother your head about the sins of commission because
however sinful, they must at least be fun or else you wouldn't be
committing them.
It is the sin of omission, the second kind of sin,
That lays eggs under your skin.
The way you really get painfully bitten
Is by the insurance you haven't taken out and the checks you haven't added up
the stubs of and the appointments you haven't kept and the bills you
haven't paid and the letters you haven't written.
Also, about sins of omission there is one particularly painful lack of beauty,
Namely, it isn't as though it had been a riotous red­letter day or night every
time you neglected to do your duty;
You didn't get a wicked forbidden thrill
Every time you let a policy lapse or forget to pay a bill;
You didn't slap the lads in the tavern on the back and loudly cry Whee,
Let's all fail to write just one more letter before we go home, and this round
of unwritten letters is on me.
No, you never get any fun
Out of things you haven't done,
But they are the things that I do not like to be amid,
Because the suitable things you didn't do give you a lot more trouble than the
unsuitable things you did.
The moral is that it is probably better not to sin at all, but if some kind of
sin you must be pursuing,
Well, remember to do it by doing rather than by not doing.
­­Ogden Nash
Listen to Ogden Nash read his poem, “Portrait of the Artist as a Prematurely Old Man.” As a
team, go back to the copy of the poem. Highlight or underline the passages that could fit with
The Crucible. Then explain what this poem is about. How does it fit The Crucible and the
Individualism & Integrity Unit? Answer in the space provided.
Character Recipe
Objective: You will demonstrate your understanding of a character by “creating” them in a
recipe form.
Imagine that you were to cook up that character. I’m asking you to record what comprises that
person.
Preparation Tips:
Prewriting
1. Select a character from the literary work you are currently devouring.
2. List character traits and descriptions as they appear in the novel, short story, biography, etc.
3. Determine and list events or forces that they believe helped shape the character.
4. Look at a few recipes from magazines to see how they are written.
Writing
Create a recipe that the author might have used to develop the character they have selected.
Baste themselves in creative juices every so often.
Revising
Stir.
Add ingredients.
Check to make sure preparation instructions are clear and in logical order.
Proofreading
Check spelling, abbreviations for measurements, and that preparation instructions are delivered using
imperative sentences (if you don’t know what one is, find out!).
Here’s an example: SAMPLE STUDENT RECIPE
Recipe for Pearl Prynne Pie (The Scarlet Letter)
Ingredients:
2 cups Beauty
4 tablespoons Scandal
3 teaspoons Mystery
1/2 cup Regret
4 pints Scorn (use “Boston” brand)
5 drops Scarlet food coloring
Directions
Gather all ingredients. Start Beauty and mix Scandal deep into the middle of it. Beat until mixed. Heat
the 3 teaspoons of Mystery until it comes to a boil Pour into mixture. Next add 1/2 cup of regret (mix
until all clumps are smooth). Then the Scorn is stirred throughout. Bake for nine months. Make sure to
set the oven at zero degrees for no added warmth. Then add the attention­grabbing Scarlet coloring.
Result: one disgraced baby girl.
Preparation Time: 9 Months
Serves: 1 Mother
Reverend Hale’s Puritan Turnovers
Ingredients:
3 cups Religious Fervor (Puritan flavor)
1 cup Fear of Authorities
1 bunch Books Weighted with Authority
3 heaping tablespoons Pride
2 cups Faulty Logic
3 drops Yellow food coloring
pinch of Truth
1 pint Compassion
sprinkle Guilt
1 piece Rope
Directions:
Start with Religious Fervor and Books Weighted with Authorities.
Knead until thoroughly mixed.
Slowly fold in Faulty Logic, one chunk at a time.
Sprinkle Pride over mixture and blend until thoroughly combined.
Place in a hot Salem kettle. When mixture is in the heat, the backbone will be exposed. Carefully
remove and discard.
Add Yellow food coloring. During cooking, mixture will slowly turn colors.
Carefully add Truth. The yellow color will fade, giving way to a vibrant color.
The Pride in the mixture will shrink, giving way to a healthier formation.
Add Compassion.
The Turnovers will remove themselves from the heat.
Serve on a plain dish, garnished with a portion of Rope.
Preparation Time: Three months
Serves: Two people: Elizabeth and John Proctor. Perhaps not quite enough for either.
Individual Paragraphs
Write a well­written paragraph of at least 10 sentences in which you address one of the
following topics/questions. Be sure to follow the MLA format.
1.
Based on what you’ve heard about the Salem Witch Trials and the McCarthy hearings,
write a paragraph detailing any connections you see between the two occurrences.
2.
Why do you think Arthur Miller chose to use the period of history (1692) that he chose?
3.
Why didn’t he just write about the Red Scare and the McCarthy trials?
4.
Are there any differences between the two occurrences (other than the obvious things,
like time periods and clothes, etc.)
5.
How do you think both of these “witch hunts” were stopped eventually?
Individual Projects
1.
Ad Campaign
Create an advertising campaign for a new presentation of the play. Include posters,
news releases, radio and TV spots. Be sure to utilize your i­Pad.
2.
Interview
Stage an interview with Miller in which the class asks questions and Miller
responds. You may present this LIVE or via your i­Pad.
3.
Today Show
Set up a “Today Show” in which Abigail, Proctor, and other characters appear to
recount the events which made them famous.
4.
Travel Brochure
The setting of The Crucible is Salem, Massachusetts, 1692. Prepare a travel
brochure on the modern city of Salem. Include information about its history,
location (including maps), economy, and points of interest. If we go to Salem to
learn more about the witchcraft trials, what will we find?
5.
Message
John Proctor leaves behind three sons and a child yet to be born. Imagine that
you are John Proctor on the night before the end of your life. Create a message
to your children explaining your decision via your i­Pad.
6.
Scene
In Act II, Mary Warren recounts an event that doesn’t occur on stage. Mary
recalls Sarah Good seeking charity at the Proctors’ home and being turned
away. Working as a group, write a script for this scene based on Mary’s
account. Cast a Mary Warren and a Sarah Good, and present the scene to the
class. What really happened at the Proctors’ door?
7.
Sound Track
If you had an orchestra to accompany the play, what music would you select
for each act? Compile a list of music, or describe the type you would want, for
each act and segment of the play. Bring examples of the type of music that
exemplifies your ideas and play them for the class. Make a CD! ☺ Explain
why you chose the songs you did! ☺
Individual Essay
You will be viewing the Jim Carrey film, The Majestic. You will be writing a 5 paragraph essay in
which you compare and contrast the main characters from The Crucible and The Majestic.
Before viewing, we will go through a PowerPoint explaining exactly what is expected in the paper. Be
sure you are paying attention and taking notes.
Identify the main character in each drama. Define a common trait. Illustrate the trait with a specific
example from each drama. Explain how the trait affects his/her thoughts and behavior.
Explain the author’s purpose in each drama and show how the characters’ traits help develop this
purpose.
Remember you are expected to use MLA format, examples from both the drama and the film, and the
Focus Correction sheet.
Focus Correction Sheet:
Name:
Period.
_
1.
The characters I chose were_______________________________________.
I decided on them because
2.
I followed the rubric
(check one) Very closely ___pretty closely ___didn't look at it ___
3. Based on the rubric, I think I scored of 24 points.
4. My thesis statement was…
5.
The example from the film was….
6.
The example from the drama was…
Extra credit: To earn extra credit the following requirements must be met.
* Assignment is handed in on or before due date (absent work accepted BUT no extra credit
available).
* Parent signature must be on the focus correction sheet WITH A COMMENT.
* Parent must indicate contact information OR use of Power School.
I have read my child’s paper and (comment)
Parent signature:
Parent contact information ONLY if parent does NOT utilize Power School.
E­mail OR daytime contact number: