Lesson 6:

In order to explore Salem and the true history behindit, students will read about the Salem witch trials on internet. I will ask students to click on any red dot they choose and read the biography that appearsin the box at the left for the accused person. Then I will ask the students to briefly share in their own words the biography they read with a partner. Students will as well answer the interactive questions.

Below there is a timeline which shows each month's occurrences. I will distribute "Which is a Witch?" worksheet (there they have to write down who was accused of being a witch). I explain to my students that the names on the sheet are not only real people who experienced the Salem witch-hunt, but many are also characters they will meet when they read The Crucible.

Lesson 7:

I will ask my students to look at the transparency, or if there is a beamer in the room, they will look at the projection of the picture of George Jacob’s trial They will examine the oil painting called "The Trial of George Jacobs, August 5, 1692." I will tell them that George Jacobs was accused of witchcraft and put on trial. Students will have a few minutes to study the painting and discuss it with a partner.

I will ask my students how this trial can be compared to a crucible. (Jacobs is in a situation of extreme pressure.) Furthermore,I will ask them how they think Jacobs feels at this moment. (Answers may vary: terrified of being hanged, desperate to prove his innocence, confused at the charges against him.)

Lesson 8:

See micro teaching lesson: all the info is on the The Crucible-worksheet

Lesson 9:

The study of The Crucible will involve acting out one key scene. The class will be divided into four or five groups and each group will act out a key scene of the play. Possibilities include:

  • Act I, Betty Parris's bedroom—the girls, led by Abigail, form a conspiracy to save themselves from being punished for dancing naked in the woods.
  • Act I, Conflict between Reverend Hale and Tituba. Tituba "confesses" and the girls begin their chorus of hysterical accusations.
  • Act II, Elizabeth and John Proctor talk around his adultery, and John accuses Elizabeth of showing him no mercy or charity.
  • Act II, Hale confronts Elizabeth and John over their Christian beliefs; John cannot remember all of the 10 commandments—particularly the one against adultery.
  • Act III, Proctor calls Abigail a whore and declares that he himself is a lecher; states that his wife will vouch for his guilt.
  • Act III, Elizabeth unexpectedly and ironically lies for her husband; the girls begin their hysteria against Mary Warren.

After acting out one, some, or all of the above scenes, the teacher and students should discuss how effective these scenes are as drama and how they bring to life history. Another question would be what, if anything, is Miller inventing to make history more dramatic or enticing?

Sources for The Crucible lesson plan: