Common Core Standards the Crucible

Common Core Standards – The Crucible Determine two or more themes or central ideas of a text and analyze their development over the course of the drama, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the drama leaves matters uncertain. Analyze the impact of the author’s choices regarding how to develop and relate elements of the drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the drama. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Draw evidence from literary texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Demonstrate command of the conventions of standard English. Conduct research project based on focused questions, demonstrating understanding of the subject under investigation. *********************************************************************************** Few plays make you want to hop in a time machine, hunt down an historical figure, and punch her in the face. The Crucible is one such play (no, I have not found Abigail Williams, yet).

A Short Summary of the Crucible The town of Salem is rocked by scandal as young girls are caught dancing in the woods with a local slave woman. When one of the girls takes sick, witchcraft is rumored. Townspeople see this as an opportunity for revenge as old grudges are settled by a witchcraft accusation. Those who deny being a witch are hanged. Those who confess are set free. Caught up in the excitement, the town celebrates each hanging as a triumph of justice, until two of the town's most respected citizens are accused. Will they confess to save themselves or will they go to the gallows as innocent victims? SparkNotes video: http://www.sparknotes.com/sparknotes/video/crucible SparkNotes site: http://www.sparknotes.com/lit/crucible/

Review – Brainstorm background knowledge from social studies – 1600s -Salem, MA, and Red Scare 1960’s - McCarthyism

To pose critical-thinking questions and responses – W,W,W,W,W,H - Explain– Write then share in our discussion 1. Can we educate society about social responsibility? 2. What are the causes and effects/consequences of using a group of people as scapegoats? 3. Are there any groups in society today that could become our targets in the future?

During Reading Literary Devices  Irony: The theocratic government relies on the testimony of sinners against the town's respected citizens. If the accused confess, they are set free; if they deny the accusation, they are hanged.  Suspense: Arthur Miller uses foreshadowing, pacing, and dangerous action to create suspense.  The Elements of Tragedy: The Crucible contains the elements of tragedy.  Character Motivation: The play delves into what motivates the accusers to cry witchcraft. Some do it for vengeance, others for land, still others for attention.  Conflict: It is difficult for readers to imagine the internal struggle the accused must have undergone, not to mention John Proctor's decision.  Figurative Language: The play abounds in metaphor, simile, and personification.  Cause and Effect: Where do you assess the blame for such a tragedy?

Read –Listen-View Drama – textbook – page 825-888

Evaluate comprehension and learning

Quiz I, Quiz 2, Quiz 3, Quiz 4

To assess learning - figurative language, comprehension, characterization, interpretations, inferences

Post Reading Literary Merit Project Arthur Miller is acknowledged as one of the United States' foremost writers of drama. The Crucible, along with The Death of a Salesman, are his two most critically acclaimed. Decide on a thesis. Research one topic below as you study The Crucible.  Extremism: The colony of Massachusetts was ruled by a religious oligarchy holding total power. Justice flees along with common sense as town rulers become blinded by their authority.  Revenge: Old grudges are renewed as petty differences lead to death.  Superstition: People use political correctness to control the masses.  Marriage: Mr. and Mrs. Proctor attempt to salvage a marriage damaged by an adulterous affair.  The Role of Religion: Anti-religionists cite the Salem Witch Trials for their case against organized religion. More accurately, the Salem Witch Trials shows what happens when religion is used to target or harm believers.  Lust: The play's back story involves the adulterous interlude between John Proctor, a repentant adulterer, and Abigail Williams, the main accuser and mastermind behind the accusations.  The Bill of Rights: Basic rights are violated by town officials, including the separation of church and state, and right to a fair trial. Although the U.S. Constitution did not become law for another 200 years, it's important to note that Miller wrote the play as an indictment of McCarthyism, which took place in the 1950s.

CRAB - Evaluation Criteria - When you search for information, you're going to find lots of it . . . but is it good information? You will have to determine that for yourself, and the CRAAP Test can help. The CRAAP Test is a list of questions to help you evaluate the information you find. Different criteria will be more or less important depending on your situation or need.

Currency: The timeliness of the information. When was the information published or posted? Has the information been revised or updated? Does your topic require current information, or will older sources work as well? Are the links functional? Relevance: The importance of the information for your needs. Does the information relate to your topic or answer your question? Who is the intended audience? Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)? Have you looked at a variety of sources before determining this is one you will use? Would you be comfortable citing this source in your research paper? Authority: The source of the information. Who is the author/publisher/source/sponsor? What are the author's credentials or organizational affiliations? Is the author qualified to write on the topic? Is there contact information, such as a publisher or email address? Does the URL reveal anything about the author or source? examples: .com .edu .gov .org .net Accuracy: The reliability, truthfulness and correctness of the content. Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed? Can you verify any of the information in another source or from personal knowledge? Does the language or tone seem unbiased and free of emotion? Are there spelling, grammar or typographical errors? Purpose: The reason the information exists. What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade? Do the authors/sponsors make their intentions or purpose clear? Is the information fact, opinion or propaganda? Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional or personal biases?

View and use this Evaluation Rubric for the project – CLICK AND SELECT HYPERLINK: http://northroutt.com/wordpress/wp-content/uploads/2011/10/Document2.pdf