Contents ......

TEACHER GUIDE • Assessment Rubric ...... 4 • How Is Our Literature Kit™ Organized? ...... 5 • Graphic Organizers ...... 6 • Bloom’s Taxonomy for Reading Comprehension ...... 7 • Teaching Strategies ...... 7 • Summary of the Story ...... 8 • Vocabulary ...... 9 STUDENT HANDOUTS • Spotlight on Arthur Miller ...... 10 • Section Questions Act 1 (Part 1) ...... 11 Act 1 (Part 2) ...... 14 Act 1 (Part 3) ...... 17 Act 1 (Part 4) ...... 20 Act 2 (Part 1) ...... 23 Act 2 (Part 2) ...... 26 Act 3 (Part 1) ...... 29 Act 3 (Part 2) ...... 32 Act 4 (Part 1) ...... 35 Act 4 (Part 2) ...... 38 • Writing Tasks ...... 41 • Word Search ...... 44 • Comprehension Quiz ...... 45 EZ EASY MARKING™ ANSWER KEY ...... 47 GRAPHIC ORGANIZERS ...... 53

4 6 BONUS Activity Pages! Additional worksheets for your students FREE! Download a digital copy for use with your projection system or interactive whiteboard

NAME: ...... Student Worksheet

NAME: Activity Six Student Worksheet ...... Motivations Choose three different characters from the play. The Crucible has many characters with NAME: Activity Five various motivations. Use the chart below to identify your characters and the accusations Student Worksheet they made in the play...... Putnam Theory The first column will identify the character. The second column will detail the accusations The Crucible deals with several themes. One of those themes is thethey acquisition made in of the power. play. TheIn third column should detail the character’s stated or suggested NAME: Activity Four the late 1600s those who had wealth and land had the power. Themotivation most powerful behind man the in accusations. Student Worksheet Salem was considered to be Thomas Putnam. www.classroomcompletepress.com/bonus Finally, the last column should identify any results or repercussions that were caused by the Go to our website: ...... News Article accusation. In the play, Giles Corey accuses Putnam of prodding his daughter Ruth to accuse residents The hysteria, incarcerations and killings would have been the biggest news of the time in NAME: of Salem who have crossed him. There is also a theory, presented by Giles that Putnam Activity Three the area around Salem. Student Worksheet led many of the accusations as a way to increase his own power, acquireCharacter more land and Accusation Motivation Result ...... increase his own power in Salem. Accusation Map Every newspaper would have been covering the proceeding. Those newspapers also would have been the most significant sources of information in colonial America. Accusations fly throughout The Crucible. Confessing while presenting evidence against Research this theory and discuss whether there is any truth in it. What is the evidence that NAME: Activity Two others has proven to be effective in shifting the blame to others. In the play, this creates a supports this theory? Is there any evidence that contradicts this theory? Student Worksheet cycle of accusations. Using that information, imagine you are the reporter charged with covering the trials. Write ...... Mock Trial a news article of at least 600 words using proper newspaper style. InThe your first research, sentence perhaps should you’ve discovered a different theory. If so, discuss this in your This cycle is only broken by John Proctor’s resistance to provide aalso confession be the firstand paragraph outright and should be no longer than 25 words.report. This first sentence should In The Crucible, a lot of contradicting evidence is presented which,refusal if it had to incriminatebeen others in that confession. include the who, what, when, where, why and how of the trial. Activity One Outline any other theories regarding the motivations behind some of the accusations put considered, would have cast doubt on the girls’ accusations. Using these accusations, create a map illustrating how the hysteria spread through the • Enter item CC2015 The most important information should come first and be followedforward by supporting by Thomas evidence, and Ruth Putnam. Research and Compare village in the play. Use the play as a guide to establish a starting point.comment Each and person details. However, at one point it is mentioned that witchcraft is an invisibleinvolved crime and should only bethe listed by name in your map, along with a line indicating who accused The Salem witch trials were a real event that took place in Massachusetts in the late 1600s. Your finished product should be about 500 words typed and double-spaced. accused witch and accuser can present evidence. Since the witchthat won’t person. accuse itself, the Your article should include: Many of the characters in the play were real people or composites of real people who court has to rely on the testimony of the victim. played a part in the hysteria. Lines would then connect that person to those he or she accused-Evidence and so on. presented Some in court. people, such as Abigail Williams and Ruth Putnam, should have many-Any linesconfessions emanating that were given. There are some problems that inherently arise in this type of system.from For them,example, while if—like people in like John Proctor, who refused to incriminate anyone, would have In this bonus activity, it will be up to you to separate some of the historical fact from author Salem—the victim lies, there is no recourse for an innocent person.none. -Additional accusations. Arthur Miller’s fictional narrative. While it’s possible to get the names, dates and ages of -Rumors around town. those involved, it might not be possible to discern the motivations behind what happened. Use this concept as the basis for a mock trial. Get together in groupsBreak of three.into groups Choose of afour and compare your maps. Discuss any differences and any themes that become apparent when comparing the maps. -Interviews with witnesses and judge, an accuser and an accused. Together, craft a crime, a story and contradictory Start with what you’re able to find out about the people of Salem who were killed and accused. evidence. Develop a situation similar to the one presented in The Crucible and act it out in those who confessed and were ultimately set free. -Comment from magistrates and court. preachers in the surrounding area. • Enter pass code CC2015D for Activity Pages Did Abigail really show up in Boston later in her life? Did John Proctor’s death really set in -Any other descriptive information. Before presenting your court case to the class, motion events that would lead to the separation of church and state in Salem? Were the Putnams really as influential as they were presented in the play? decide as a group whether the accused will be Be sure to include as much 6A innocent or guilty. Seal a guilty or innocent card information from the play as © The Crucible CC2015 Find out as much as you can about the historical facts and compare themin an to envelope what was until the trial has concluded. possible in your article. Scenes from The Crucible (1996) presented in the play. Your comparison should be approximately 600 words in length and identify any areas where reality differed from the play. Your judge will only be able to assess the evidence presented by the accuser, and will 5A © The Crucible CC2015 Your final paragraph should include some comment on how well Miller’shand creation down adhered a verdict based on the accuser’s to the historical fact. testimony. Following the verdict, discuss the trial as a class. Have the class try to establish whether the accused is really guilty or innocent. Following 4A © The Crucible CC2015 this discussion, reveal the truth contained in the envelope.

3A © The Crucible CC2015

2A © The Crucible CC2015

“The witch no. 1” lithograph by Baker, Joseph E., ca. 1837-1914 1A © The Crucible CC2015

3 The Crucible CC2015 NAME: ...... SpotliGht On...... Before You Read Act One (Part Three) Arthur Miller (From “Enter John Proctor.” to “I’ll clap a writ on you!”)

rolific playwright Arthur Asher Miller was Answer the questions in complete sentences. born on October 17, 1915 in Harlem, New 1. Predict what sort of consequences there might be for Tituba with Mrs. Putnam’s P York. His father, Isidore, immigrated to the accusation. United States from what was then Austria- Hungary and is now Poland. Isidore Miller was able to build a successful clothing business following his arrival in America. Miller’s mother, Augusta, was a New York native whose family immigrated from the same town as Isidore. Augusta was an educator who loved to read. The family prospered 2. Do you believe Mary Warren will be able to keep the girls’ secret? for many years, but lost much of their wealth in the Wall Street Crash of 1929. Subsequently, the family moved from Manhattan to Brooklyn. Miller graduated from Abraham Lincoln High School in Brooklyn in 1932 and was hired on at an auto parts warehouse while he saved money for a college education. While he attended a few night courses at New York City College, Miller was forced to drop out when he couldn’t keep up with Vocabulary the responsibilities of work and school concurrently. Complete each sentence with a word from the list. The young Miller applied to Cornell University and to the University of Michigan, but he was refused admission. He continued to work various odd jobs to make money before ultimately being accepted notorious sevenmonth hyprocrites pilgrimage to the University of Michigan. He studied journalism and worked on the school paper there. It was at deaf mumbling calumny mischief this time he dabbled in theater, taking classes with playwright and professor Kenneth Rowe. Rowe’s approach invigorated Miller and he wrote his first play, No Villain, in 1936. The play won the school’s 1. There is evidence to suggest Proctor had a sharp and biting way with ______. Avery Hopwood Award and Miller used the prize money to help cover the cost of tuition. The play earned Miller his first recognition as an author. Later he revised the play and earned a $1,250 2. Proctor is always marked for ______therefore. scholarship from the Theater Guild’s Bureau of New Plays. Miller would go on to a storied career as a playwright, novelist, and essayist.ABOUT He wrote manyAUTHOR notable works,THE including the Tony Award-winning All 3. “Be you foolish, Mary Warren? Be you ______?” My Sons in 1947, Pulitzer Prize-winning play Death of a Salesman in 1948, and The Crucible in 1953. 4. “What’s this ______here?”

• The Crucible won the 1953 Tony Award for best play. 5. “The road past my house is a ______to Salem all morning.” • The play has been adapted for film, television and even opera, with the opera version receiving the 1962 Pulitzer Prize for 6. “The town’s ______PREASSESSMENT witchcraft.” Did You Know? Music. • Author Arthur Miller was married to actress Marilyn Monroe 7. “I have hardly stepped off my farm this ______.” from 1956–1961. 8. “That’s a ______sign of witchcraft afoot, Goody Nurse, a prodigious sign!”

10 17 © The Crucible CC2015 The Crucible CC2015

NAME: NAME: ...... After You Read ...... After You Read Act Two (Part One) Act Two (Part Two) (From the beginning to “Now he goes to court and claims that from that day to this he cannot keep a pig alive...”) (From “Enter Ezekiel Cheever.” to the end.) 1. Put a check mark (3) next to the answer that is most correct. Answer each question with a complete sentence. a) How long after the initial accusations does the Second Act begin? 1. What “hard evidence” is presented against Elizabeth Proctor? A Eight Days. B A week. C Eight Weeks. 2. When Mary Warren admits to making the poppet, Hale asks if it’s her natural memory or if D None of the above. she’s being conjured. What does this suggest about him?

b) What does Mary Warren make for Elizabeth Proctor? A Some soup. B A poppet. 3. Why might the men be intent on believing Abigail’s story and ignoring all contrary evidence against it? C Eggs Benedict. D None of the above.

c) According to Mary Warren, how many people are now arrested? 4. What does Hale’s reaction to Elizabeth being taken away indicate about his feelings? A 14 B 54 C 38 What does Mary say Abigail will do if they present evidence against her? D 39 5.

d) Why does Hale come to see the Proctors? A He needs to speak to John. 6. What knowledge does Mary reveal to John Proctor about his history with Abigail? B Parris asked him to. C He is speaking to everyone who’s been mentioned in court. D He’s looking for Mary. QUESTIONS QUESTIONS e) Where was Hale prior to his visit with the Proctors? SHORTElizabeth Proctor has ANSWER been arrested and will stand trial for A At Rebecca Nurse’s house. witchcraft. Research the early court system that would have COMPREHENSION been in place at the time of the trials. How would the court differ B Church. Journaling Prompt today? Is there any recent precedent for how the supernatural C Boston. is treated in court? How would the court in the late 1600s treat supernatural cases differently from how they are treated today. D Sarah Good’s home. Discuss with a partner and share your findings with the class.

24 28 The Crucible CC2015 The Crucible CC2015 NAME: ...... WritinG Task #1 ...... After You Read Acts 1 to 2 Word Search Puzzle

A Style Change Find the following words from the story. The words are written horizontally, vertically, Take a scene from the first half of the play that you consider important or interesting. It can be any diagonally, and some are written backwards. scene that involves a main character and a significant event. accuser guile poppet tongs apparitions harlot postpone underworld Once you’ve identified your scene, divide the scene direction from the dialog. Then, rewrite the ascertain holy predilection unmellowed scene as a narrative or novel-style excerpt using the perspective of one of the characters in the calamity hypocrites remiss vestry scene. Use that character’s point of view to identify some of the thinking behind their words. clods mock riles vindictive errand naught sinner writ Additionally, that point of view can be used to identify some of their perceptions about what is faction pardon solemn happening in the scene and the other characters in it. fraud persecuted spite Any scene direction or setting description can be used to establish a vivid setting for your narrative. utirwmvestryundqfgkvdgcv Make sure you use the description to illustrate the tone and mood of the scene. onyljonmeloscamsgnotuoio The finished product should be a least two typed, double-spaced pages. xdmrucqdlxnckupomfeifnfn foheykspiteqngwfbxludsgp ntlbltkdashyuhrajesiynpr fihwmliznkmtgtxomxcemaue WritinG Task #2 afajcaojvtuitpcsztbvaiqd ...... cersobpwrbomhemqigndicyi tnlvimabeuqayhcvanlrjrol Acts 2 to 4 iaokawkimdjlclerfpndepve oktaosicirbarealcglefsmc The Evidence nzqjulpbsqzcqnafhmgwrozt Go back through the play and summarize the evidence that is presented against at least four enoptsopsqwuiphmpqnkaxji characters. The summaries should be about 100 words in length each. ajcibiwrnmnhpktwybgxufto dorrpcdifdbahirerrandhgn When you’ve finished your summaries, describe any trends you found in the evidence. Were there kjesisabehrpdwvaftedspjs any facts presented that would hold up in a court today? What sort of evidence was presented trscvtsrqivpardoneqvpgvh and how would that evidence factor into a modern trial? zputrlwntcljttkjbxwsoiyl What other factors were at play in the accusations? Do public opinions and feuds actually play a lecezohiuykrweodsvtvdekrWORD SEARCH large part? What are theWRITING trial rules with regard to presenting TASKS evidence and how could this influence ptcbrsoavfreupgfegniyouz the decision of the court? esaldnxbmhndapeklnqstllw azdjsvldtmslwouwiugtfuoc Answer all of these questions in a final summary of all your findings. The final summary should be detucesrepghypocritesxgh approximately 500 words in length and address all of the questions above.

41 44 The Crucible CC2015 The Crucible CC2015

NAME: Deciding Evidence ...... After You Read ...... Comprehension Quiz Choose a character who was accused of witchcraft in the play. Using this Answer each question in a complete sentence. 26 graphic organizer, list the most compelling evidence presented against your chosen character. Use a tiered approach, putting the most incriminating 1. Describe Salem’s society. evidence at the striking face of the gavel and working up to the most trivial 2 evidence.

2. What does Reverend Parris’ initial reaction to the talk of witchcraft show dence about him? 3 vi E TRIVIAL MOST

3. What does Betty accuse Abigail of doing in the woods early in the play? 2

4. What are two of the major themes of The Crucible? 2 Character 5. Why doesn’t John Proctor go to church often? 1 GRAPHIC 6. How many preachers has Salem had in the last seven years? 1 7. Why does Abigail ultimatelyASSESSMENT confess and offer new accusations? 3 ORGANIZERS

ING MOST INCRIMINAT

SUBTOTAL: /14 45 The Crucible CC2015 53 The Crucible CC2015 EZ 1. 3. 5. 2. 6. 4. of 18. 16 Mercy Lewis. Mercy Thomas Putnam…” Thomas pretending to be ill. pretending Putnam helped stoke Putnam helped stoke The backstory suggests to avoid punishment by punishment by to avoid hide her actual role in it. hide her actual role include: Betty knows the the include: Betty knows is forbidden and is trying is forbidden the hysteria by providing providing by the hysteria are in the handwritingare of girls’ actions in the woods actions in the woods girls’ Betty says Abigail drank a a drank Abigail Betty says Answers will vary, but may but may Answers will vary, but may Answers will vary, the supernatural in order to to the supernatural in order get revenge on the people on the people get revenge She’s a fat, shy, merciless girl merciless shy, a fat, She’s charm to kill Goody Proctor. accusations against people people accusations against witchcraft talk and wants to to talk and wants witchcraft include: Abigail, hearing the Abigail, include: Putnams’ accusations, wants wants accusations, Putnams’ he felt wronged him. “It is not “It is not him. wronged he felt surprising to find that so many surprising that so many to find to avoid being swept up in the up in the being swept to avoid corroborating testimony about testimony corroborating

F F F T T T

2. 1. f) 6 15 e) 3 c) 4 b) 5 d) 1 a) 2 e) c) f) a) b) d) I F E B J H A D C G 1. 2. 14 3. 1. 2. 4. 8. 7. 6. 5. 9. 10. Vocabulary Answers will vary. Answers will vary. 1. 3. 5. 2. 4. 13 ideas”. house.” fainted. Answers will vary. for such corruption in my such corruption in my for Abigail says the reverend says the reverend Abigail While at first the reverend the reverend While at first it appears more later he’s “be defiled and corrupted “be defiled boundaries and deeds startled her while they were startled were her while they by allowing other sects their other sects their allowing by freedom, their religion would would their religion freedom, in England and they felt that that felt in England and they Their religion was persecuted was Their religion Constant bickering over land land over Constant bickering by wrong ways and deceitful and deceitful ways wrong by dancing in the forest and she and she dancing in the forest They will howl me out of Salem me out of Salem will howl They concerned with his reputation. concerned with his reputation. “We cannot leap to witchcraft. cannot leap to witchcraft. “We general revenge and suspicion. revenge general appears fearful for his daughter, his daughter, appears for fearful B D C D A 4 1. 4 4 4 4 12 b) c) e) d) a) The Crucible CC2015 1. 11 2. hibited hibited dness dness thi n Vocabulary ressed opp ressed fon annoy pro ression imp ression zealots uncovered uncovered

Answers will vary. Answers will vary.

2. 3. 4. 5. 6. 7. 8. 1.

© The Crucible CC2015 After Read You 13 ...... Act One One) (Part The author says “The times, to their eyes, must have been out of have must to their eyes, “The times, The author says seemed insoluble and have must and to the common folk joint, that the time to believe It is not hard complicated as ours today. deep and darkling of confusion had been brought upon them by No hint of such speculation appearsforces. on the court record, suspicions…” such mystical age breeds in any but social disorder Arthur surrounding Miller’s the time and circumstances Research could have “social disorder” Explain whatwriting of The Crucible . it relates to Salem. influenced this thought and how (From the beginning to “They will howl me out of Salem for such corruption in my house.”) (From Why did the religious people of Salem “deny any other sect its freedom”? Use Use other sect its freedom”? any “deny people of Salem did the religious Why answer. to support evidence your age in any “social disorder the author is suggesting when he says believe What do you suspicions”? such mystical breeds of the accusations? many What does the author suggest motivated accusation say about to the witchcraft his reaction What does the reverend’s answer. to support Use evidence your character? illness? say is the cause of Betty’s Abigail What does Journaling Prompt NAME: each question with a complete sentence or short Answer paragraph. 1. 2. 3. 4. 5. EASY MARKING ANSWER KEY EASY MARKING The Crucible

• RSL.9-­‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says om explicitly as well inferences drawn fr the text. • RSL.9-­‐10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the ped text, including how it emerges and is sha and refined by specific details; provide an objective summary of the text. • RSL.9-­‐10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop theme. • RSL.9-­‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. • RSL.9-­‐10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. • RSL.9-­‐10.10 By the end of grade 9 read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the – grades 9 10 text complexity band independently and proficiently. • RSL.11-­‐12.1 Cite strong and thorough textual evidence to support analysis of what the text says om explicitly as well inferences drawn fr the , text including determining where the text leaves matters uncertain. • RSL.11-­‐12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. • RSL.11-­‐12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. • RSL.11-­‐12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language aging, that is particularly fresh, eng or beautiful. • RSL.11-­‐12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. RSL.11-­‐12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end , of grade 12, read and comprehend literature including stories, dramas, and poems, at the high end of – the grades 11 CCR text complexity band independently and proficiently. • WS.9-­‐10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. • WS.9-­‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • WS.9-­‐10.3 Write narratives to develop real or imagined experiences or events using -­‐ effective technique, well chosen details, and -­‐ well structured event sequences.. • WS.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • WS.9-­‐10.7 Conduct short as well as more sustained research projects to problem; answer a question or solve narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • WS.9-­‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively iding to maintain the flow of ideas, avo plagiarism and following a standard format for citation. • WS.9-­‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • WS.11-­‐12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. • WS.11-­‐12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • WS.11-­‐12.3 Write narratives to develop real or imagined experiences or events using -­‐ effective technique, well chosen details, and -­‐ well structured event sequences. • WS.11-­‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • WS.11-­‐12.7 Conduct short as well as more sustained research projects to answer narrow a question or solve problem; or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • WS.11-­‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate lectively information into the text se to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • WS.11-­‐12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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