essay ideas for the crucible

104 The Crucible Essay Topics For In Depth Analysis

The Crucible is a seventeenth-century play authored by Arthur Miller. The play explains what happened to a group of young Salem women who accused other villagers of witchcraft.

Although fictionalized, the play is based on a true-life story, characterized by John Proctor, Elizabeth Proctor, Abigail Williams, Rebecca, Reverend Hale, Mrs., and Danforth.

The book is significant to high school, college, and university students, and this is because teachers and professors widely recommend it.

The Crucible is about a real-life trial that occurred in Massachusetts around 1692 to 1693. In the book, over 200 villagers were accused of witchcraft by the Salem women, and 19 people were hanged.

Before you decide to get on The Crucible essay prompts or the Salem Witch Trials essay topics, know the play is so vast it covers everything about life. Aside from the play exploring the allegory of the Salem Witch Trials, it also lays bare the spheres of humanity at the individual and the community level. Regardless, find below The Crucible cause and effect topics for your English essays and research.

The Crucible Essay Guideline

To write a good literature essay on The Crucible, try your best to keep in mind a few of these points. This will help you develop and write a successful Crucible essay your teachers will appreciate and grant you top marks for. Here’s some advice:

• Engaging Introduction: All essays begin with an intro, and your literature essay is not an exclusion. In the introduction you have to properly introduce the topic and state your thesis. The extensive list below can provide you with ideas on good topics that can fuel your analysis.
• Solid Structure: A great essay will have a solid, clear structure which aids in communicating the information in an understandable way. When there is structure and form to the essay then the reader will have a clearer understanding of the points you are trying to make. A traditional structure is made up of: an introduction, three body paragraphs and a conclusion.
• Cite Your Sources: If you are using external readings and sources, make sure to cite them in the correct format. The most popular ones are MLA and APA citation formats, but you should specify with your teacher what to use.
• Valid Support: When analyzing a piece of literature, you have to give supporting examples to explain your statements and interpretations. Usually you can use a paragraph to talk about one idea.
• Editing: A key aspect to remember is editing your essay. A well edited essay will come across as complete and well rounded. It will show that you care about your work, so make sure to leave time for the editing process.

If you keep these details in mind, your Crucible essay will come out fantastic!

The Crucible Essay Topics

For the Crucible reputation essay, you can have an in depth insight into what the drama is all about by going through topics. So, if you need essay topics for The Crucible, you can consider the following:

• Examine how Arthur Miller explored thematic questions from the start of the drama till the end.
• Examine the reasons why the villagers accused those who are different from the agreed norm.
• Evaluate why those who are in on evil are not accused, although there are rightful suspicions.
• Give an overview of the drama, The Crucible, and how it was valuable to the society Arthur Miller lived in.
• Give an insight into how The Crucible is still valuable today and how it can be said to be a timeless drama.
• Examine the technical features of the drama, including the language, time, and place.
• Examine the issues that were visible in The Crucible that are still evident in today’s society.
• Examine the challenges of Reverend Hale and the changes he went through in Arthur Miller’s 1953 drama.
• Examine the opinions of previous writers on the Salem Witch Trials.
• Read journals about the real-life Salem Witch Trials in Massachusetts and relate it to the facts in the drama.
• Examine how the judgment of Judge Hawthorne showed that he abused his power.
• Examine why Tituba is described as one of the most sympathetic characters in the 1953 drama.
• Would you consider John Proctor an example of a classic tragic hero in the Crucible?
• What do you think are the social and political undertones that follow the accusations of witchcraft in the drama?
• Examine the dynamics of the character, John Proctor, and his dilemma throughout the work.
• Would you say there would be different narratives if the drama had been written by any other playwright today?
• Examine the drama as a symbol of political or historical event of your choice.
• Examine the seven deadly sins which were discussed in the book and how it relates to the present world.
• Analyze the tests that the characters who were accused of witchcraft has RJ face and pass your comment on them.
• Would you say the people in the drama were greedy? Back up your assertion with evidence.

The Crucible Research Topics

The Crucible essay may be thrilling to write about as an interesting and engaging drama. To enhance your encounter with it, consider the Crucible research topics or the Crucible reputation topics. The following are topics that discussed the nitty-gritty of the book:

• Discuss the reputation and development of any five characters of your choice throughout the play.
• Discuss the role of the community in the events that led to the arrest of the alleged witches.
• Give a comprehensive analysis of the Salem trial downfall and the roles the active characters played.
• Give a careful examination of the actions of Reverend Parris concerning his motive in supporting the witch trial.
• What is the role of the government of Salem in all the events that unfold?
• Explicitly discuss the relationship between Proctor and Elizabeth and how it may have been a decisive factor in Abigail’s actions.
• In the literal sense, explain the meaning of the Crucible and how the title applies to the actions in the drama.
• Compare and contrast the negative and positive features of Proctor and his wife.
• Elizabeth is the leader of the naked girl: write a thorough overview about her and what she did in the forest. Would you say she can be labeled a witch?
• Discuss Abigail’s plan in getting rid of Elizabeth. How did the forest display help in executing the plan?
• Discuss what happened in the forest and why the girls are found naked.
• Discuss the morals of John Proctor concerning his flaws.
• The effect of society in the psychology of Abigail.
• Analyze the concept of morality and the position of Puritans regarding individual and collective effort.
• The drama is tragedy: support your claims.
• Describe the expected mood of the community if almost all the prominent families were executed.
• Using the definition of evil in the book, compare and contrast the evil actions of the characters.
• The prevalent deadly sins in the Crucible.
• Using the women in John Proctor’s life as a case study, clearly state the implication of an impossible love.
• What was the text in the drama? Which character(s) failed the test.

The Crucible Literary Analysis Essay Topics

Salem Witch Trials essay topics may interest you as you may want to consider the cause and effect topics through in depth research. Consider these essay prompts for the Crucible:

• Give a thorough examination on if the Marxist critical lens or the feminist critical lens is employed in the 1953 drama of Arthur Miller.
• Give an overview of how Arthur Miller treated his women in his 1953 book.
• Examine the most central theme in the drama regarding the elements of drama that Aristotle provides.
• Give a thorough examination of how the Puritan form of child abuse and its influence.
• What do you understand by any two themes of the play in relationship to reality.
• Identify the most dangerous fallacies in the 1953 play.
• Examine the importance of religion in 1953 in the work.
• Would you say that the downfall of Salem contributed to the central theme in the book?
• Examine the portrayal of Giles Corey as a foolish character, although he’s later revealed with a different attribute.
• Would you say that Abigail Williams is the typical evil woman in today’s context?
• Examine the life and activities of Abigail Williams as an obsessive woman and a liar in the 1953 book.
• Analyze the role played by characters like Abigail Williams and her cohorts in the book.
• Examine the drama with any other drams you have read and analyze their similarities.
• Would you say that feminism is fundamentally also against women, given the activities of Abigail in the book?
• Examine the role of the assertion of witchery in the book and how Arthur Miller used the rhetoric to form his Arguments.
• Examine how any five of the characters of your choice developed a reputation.
• Examine the process of discovery for Reverend Hale, Elizabeth Proctor, and John Proctor.
• Study the effect of the time and place of writing the drama on Arthur Miller.
• Give an argument to buttress the point that Abigail Williams has the most significant fault in the events of the play.
• Who is the savior of the play, in your opinion, and what did the person do?

The Crucible Themes Essay Topics

The Crucible presents themes that border around lies, deceit, ulterior motive, fear, and fear-induced actions. These themes gave Arthur Miller’s work a reflecting capacity of man‘s response to dire situations. The themes include:

• The influence of society in cocooning toxic behavior.
• Implications of poor investigation in a judicial system.
• The notion of human cruelty in the name of religion.
• Intolerance, as inspired by the book
• Actions and consequences.
• Infidelity .
• Ownership and property.
• The destructive power of deception
• False accusations as the greatest injustice.
• The unhealthy effect of class division prevalent in 1600
• The judgment below reasonable doubt.
• Upholding of reputation to the detriment of others.
• The thin line between ignorance and wisdom.
• The deciding power of authority.
• Hysteria and corruption.
• The essence of obsession.
• The influence of the theocratic state.
• Hysterical characters.
• The risks of reputation.
• Righteousness is an agreed disguise.

The Crucible Argumentative Essay Topics

The primary purpose of an argumentative essay is to draw an inference based on facts. These are the Crucible essay questions that should be asked for an informative idea about the story. You can consider these topics:

• Why do we need to read the Crucible at all?
• Examine the Crucible as a tragedy through Aristotle’s six elements of tragedy
• Those religious practices in the Crucible still exist
• Would there be any difference if the drama were written at another time and place?
• How does religion influence morality, as shown in the drama?
• What are the causes and effects of the Crucible in its literal sense?
• Is witch execution effective in raising social standards as depicted in the book?
• Does Arthur Miller support the witch hunt and execution in the 1953 book?
• The practice of accusing innocent people cannot end: discuss.
• Abigail’s actions are justified because she’s a victim of social injustice.
• Did the epiphany of Reverend Hale make positive or negative changes?
• The Salem trials is a replica of the cancel culture: discuss.
• How is the Massachusetts Bay Colony even similar to the drama.
• Would you blame Abigail or the community in the book?
• John Proctor affair, what is your idea of the seducer?
• Comment on John Proctor as an honest, upright man.
• Examine if Abigail Williams is genuinely a reliable witness.
• There is an irony revealed about Salem in the book, discuss.
• Making inferences to the book: all judges are evil. Comment.

The Crucible Writing Prompts

If you like writing prompts to flex your creative muscle, you can consider the following topics as college and university students. Note that all these center on the significance of the story:

• The end justifies the means: comment on Abigail’s actions.
• How does the book relate to the Holocaust?
• The play: what is real and what is not real?
• The book has more significant meanings than it is shown; discuss.
• Abigail’s actions are disgusting: discuss.

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The Crucible

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Discussion Questions

From the infectious groupthink of accusers to the fear-mongering speeches of Reverend Parris and Judge Danforth, the Salem witch trials in The Crucible mirror Arthur Miller’s lived experiences as a named “communist” (called before Joseph McCarthy’s Committee on Un-American Activities). Analyze at least three specific moments in The Crucible that gesture toward the actions, attitudes, and rhetoric of McCarthyism.

The word “crucible” has two meanings. The term can either refer to a large (witch’s) cauldron wherein substances boil together, or a challenging test of character (a “trial by fire”). Considering both definitions, how does the title of The Crucible function as a metaphor for the events and developments in Miller’s play?

The Crucible uses the Salem witch trials to closely examine intersecting hierarchies of class, gender, and power in a conservative Puritan community. The least powerful members of society—a slave, a homeless woman, and a sexual deviant—are the first to stand accused, and the accusers themselves are young servant girls (who do not possess a great deal of political power prior to the witch trials). What messages does this play send about obtaining and maintaining power? How do power dynamics fluctuate throughout the play?

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Home — Essay Samples — Literature — The Crucible — The Crucible: Exploring Morality, Conscience, and Social Justice

The Crucible: Exploring Morality, Conscience, and Social Justice

• Categories: Arthur Miller The Crucible

About this sample

Words: 767 |

Published: Sep 7, 2023

Words: 767 | Pages: 2 | 4 min read

Table of contents

Introduction, morality vs. social norms, morality as a challenge to unjust laws, morality, social justice, and human rights.

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• The Crucible

Arthur Miller

• Literature Notes
• Essay Questions
• Play Summary
• About The Crucible
• Character List
• Summary and Analysis
• Act I: Scene 1
• Act I: Scene 2
• Act I: Scene 3
• Act I: Scene 4
• Act I: Scene 5
• Act II: Scene 1
• Act II: Scene 2
• Act II: Scene 3
• Act II: Scene 4
• Act III: Scene 1
• Act III: Scene 2
• Act III: Scene 3
• Act IV: Scene 1
• Act IV: Scene 2
• Act IV: Scene 3
• Act IV: Scene 4
• Character Analysis
• Abigail Williams
• John Proctor
• Reverend Hale
• Character Map
• Arthur Miller Biography
• Critical Essays
• Arthur Miller's Narrative Technique in The Crucible
• Historical Period: Puritans in Salem
• Full Glossary for The Crucible
• Practice Projects
• Cite this Literature Note

Study Help Essay Questions

1. A crucible is defined as a severe test. Write an essay discussing the significance of the title. What is "the crucible" within the play and how does it bring about change or reveal an individual's true character?

2. As a minister, Reverend Parris is supposed to devote himself to the spiritual welfare of the inhabitants of Salem. Write an essay discussing Parris' concerns and motivations. Is he an effective minister?

3. Write an essay discussing Proctor's relationship with Abigail. Why did Proctor have an affair, and what prompted him to end his affair with Abigail?

4. Compare and contrast Elizabeth Proctor and Abigail Williams. What are their individual positive character traits? Negative character traits? How do they feel about Proctor?

5. Elizabeth despises deception. She is a moral woman, devoted to upholding the truth. Discuss Elizabeth's behavior in the court. What prompts her to lie?

6. Write an essay discussing Abigail's plan to get rid of Elizabeth. Is the play a fulfillment of the spell she cast in the woods with Tituba?

7. Write an essay discussing the effects of the witch trials on Salem. How do the trials affect the community? Government and authority? The church? Individuals?

8. In Act IV, Scene 4, Proctor agrees to falsely confess in order to avoid death. He later changes his mind. Explain why he refuses to confess. What is the "shred of goodness" he discovers?

Previous Full Glossary for The Crucible

Next Practice Projects

ELA  /  10th Grade  /  Unit 7: The Crucible

• The Crucible

In Arthur Miller’s play The Crucible , which explores the consequences of the McCarthyism scare of the 1950s, students explore the central topics of history, community, herd mentality and truth.

This unit has been archived. To view our updated curriculum, visit our 10th Grade English course.

• Text and Materials

Composition Projects

Unit summary.

In this unit on Arthur Miller’s play The Crucible , students will explore the thematic topics of history, community, and truth. Written during the McCarthyism scare of the 1950s, the play underscores the importance of remembering the events of our collective past. In exploring the circumstances of the Salem witch trials, which occurred centuries prior to Senator Joseph McCarthy’s communist “witch hunt,” Miller raises questions about the devastating impact that corruption, herd mentality, and vengeance can have on a community.

In addition to the play, students will read several paired texts that add to their analysis of the core text. Through reading excerpts of Maryse Condé’s I, Tituba, Black Witch of Salem , which is the story retold from the slave’s, Tituba’s, perspective, students can analyze the impact of narration and point of view in a work of fiction. The nonfiction readings “Herd Behavior,” “On Tragedy,” and “McCarthyism” provide a foundation on which students can build their analysis of the play. And finally, Shirley Jackson’s short story “The Lottery” and Margaret Atwood’s poem “Half-Hanged Mary” allow students to explore similar themes in different genres.

While reading and analyzing the works of fiction and nonfiction in this unit, students will be working to develop their literary analysis skills, speaking and listening skills, and writing skills.

At Match, students have a Composition class 4 days per week in addition to English class. Below, we have included Supplementary Composition Projects to reflect the material covered in our composition course. For teachers who are interested in including these Composition projects but do not have a separate Composition course, we have included a “Suggested Placement” to note where these projects would most logically fit into the English unit. While the Composition projects may occasionally include content unrelated to English 10, most have both a skill and content connection to the work students are doing in their English 10 class. 

In the English lessons of Unit 2, students will focus on analyzing author’s craft, investigating how authors use various techniques to create mood, tone, character, point of view and theme. In these parallel Composition projects, students will learn to craft effective literary analysis essays expressing their thoughts on various authors’ uses of literary techniques to create mood, tone, character, and point of view. Additionally, students will be asked to try on various techniques for appealing to an audience, including practice with establishing a specific tone and mood in their own writing. While the writing days described in the English unit are exclusively on-demand pieces of writing, the Composition projects are a blend of on-demand writing and process writing so students have exposure to writing for a range of topics, timeframes, and purposes.

Texts and Materials

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Core Materials

Play:  The Crucible by Arthur Miller (Penguin Classics, 2003)   —  1320L

Short Story:  “The Lottery” by Shirley Jackson

Book:  I, Tituba, Black Witch of Salem by Maryse Conde (University of Virginia Press, 2009)

Supporting Materials

Article:  “Herd Behavior” by CommonLit Staff

Article:  “McCarthyism” by USHistory.org (CommonLit)

Poem:  “Half Hanged Mary” by Margaret Atwood

Article:  “On Tragedy” by Aristotle (CommonLit)

Article:  “The Salem (and Other) Witch Hunts” by Mike Kubic (CommonLit)

This assessment accompanies Unit 7 and should be given on the suggested assessment day or after completing the unit.

Download Content Assessment

Download Content Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

• Read and annotate The Crucible and this unit plan.
• Read and annotate at least the designated passages of I, Tituba, Black Witch of Salem .
• Read and annotate “The Lottery.”
• Take the unit exam and write a mastery response for the essay on the unit exam.
• Read the article, "McCarthyism" and any other resources on McCarthyism that help you to feel confident discussing The Crucible in the context of the time in which Arthur Miller wrote the play.
• Make visuals for the classroom that will aid in students’ analysis and comprehension (e.g., character lists or maps, thematic questions, etc.).

Essential Questions

The central thematic questions addressed in the unit or across units

• History: Why is it important to recall our past, even if it is difficult?
• Community: What impact do herd mentality and vengeance have on a community? Can their impact ever be positive?
• Truth and Lies: Can lying ever be justified? What if the lie could save a life?

Writing Focus Areas

Specific skills to focus on when giving feedback on writing assignments

English Lessons Writing Focus Areas

There are notes throughout this unit that encourage the teacher to use analysis of their students’ writing in order to determine the areas of focus for writing instruction in this unit. One suggested area of focus is on teaching students to use partial quotations to support their analysis and arguments rather than entire sentences or multiple sentences. A potential spiraling area of focus is ensuring students write a thesis statement that addresses the prompt and previews what is to come in the essay.

Composition Projects Writing Focus Areas

Below are the writing focus areas that are recommended for the Composition projects described in this unit. Each focus area comes from a particular row and column of our Composition Writing Rubric and more detail about each area of focus is provided in the description of each specific project.The teacher should feel free to substitute or revise these writing focus areas in order to meet his/her students where they are and help students improve their writing in ways that authentically address the students' areas for growth.

• Focus on Task: appropriate for task, purpose and audience 
• Diction: Includes precise language and vocabulary
• Thesis: Includes a clear, relevant and unique thesis statement
• Analysis: Demonstrates clear and logical reasoning
• Evidence: Draws relevant evidence to support position
• Professional Revised: Adequate revisions

Related Teacher Tools:

Grades 9-12 Composition Writing Rubric

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

plot, characterization, setting, stage directions, symbolism, characterization, point of view/perspective, tone, metaphor, rising action, irony, tragic hero, paradox, power dynamics

Roots and Affixes

Integ- (integrity), be- (begrudge), def- (defamation)

“The Lottery”: profusely, uneasily, reprimand, jovial, paraphernalia, perfunctory, soberly, paradox, petulantly

The Crucible:  persecuted (3), sect (4), fanatic (4), justice (6), paradox (6), vengeance (7), dissembling (8), propriety (8), conjure (10), abomination (10), begrudge (11), vindictive (14), formidable (15), prodigious (23), defamation (29), anarchy (30), trepidation (37), fraud (50), conviction (50), falter (52), ameliorate (54), civilly (57), base (59), daft (65), bewilder (66), wrath (75), contentious (79), pretense (82), immaculate (92), incredulously (96), slovenly (104), transfixed (106), denounce (111), prodigious (114), gaunt (115), remedy (117), adamant (120), mercy (120), incredulous (130)

Idioms and Cultural References

The Crucible:  land-lust (7), theocracy (6), the Mayflower (6), the Puritans, “soiled my name” (12), Goody___ (12), “the Fiend” (34), ordained (62), poppets (69), deposition (82), the Gospel (84), “ipso facto” (93), “wash your hands of this” (Macbeth reference), poppet (95), anti-Christ (111)

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Students will become aware of the concept of a theocracy and also a paradox. Students will discover the strict religious mindset and values of the Puritans who came to Massachusetts in the 1600s and will explore the role this mindset played in causing their demise. Students will also be exposed to McCarthyism and its impact on 1950s America.

Previous Fishtank ELA Connections

• Students will be able to connect the idea of corruption from  10th Grade ELA - The Catcher in the Rye  to the corruption in the court and the church in this text. 
• Students might also make connections between the political message of 10th Grade ELA - The Catcher in the Rye and the political message of Animal Farm , which was read in {% unit 419 %}

Future Fishtank ELA Connections

• 11th Grade ELA - The Scarlet Letter   will be a future unit in which students can make connections to Puritan culture as well as the themes of truth and deceit.

Distinguish between mood and tone in the first pages of “The Lottery.”

Independently identify and analyze symbols used in “The Lottery."

Finish “The Lottery” and explain how Jackson’s tone serves to underscore the horror of the events in the story.

Reexamine “The Lottery” for clues early on that hint at the eventual ending. 

Explain theme in a short written response that addresses Checks For Understanding from the previous unit’s test.

• “Herd Behavior”
• The Crucible — Act I, pp. 1-7

Explain the herd mentality phenomenon.

Analyze the full setting and explain how the setting helped to create the herd mentality that caused the witch trials.

Establish the power dynamics, conflict, and characterization as revealed in Act 1.

Characterize the relationship between John Proctor and Abigail.

Identify and describe the conflict between the Putnams and the Nurses as developed by Miller in this scene.

Characterize Hale and explain what he represents in the play. 

Explain how the role of the Devil has changed in religion over time and explain how the people of Salem viewed him.

• The Crucible — Act I, pp. 38-46
• I, Tituba, Black Witch of Salem pp. 55 – 63

Explain the difference in perspective and tone between the excerpts from Condé’s book and Miller’s play.

Analyze Proctor and Elizabeth’s relationship and identify each of these characters’ tragic flaws.

• The Crucible — Act II, pp. 53-60 and pp. 60-67
• “McCarthyism”

Draw parallels between McCarthyism and the events of The Crucible .

Explain events of the rising action and the irony of the situation.

Explain John Proctor’s decision to go to the court.

Analyze the symbolism of the courtroom and the significance of Danforth.

Track Mary Warren’s changing emotions throughout this scene.

Continue tracking Mary Warren’s emotions.

Examine Miller’s use of suspense. 

Continue to track Mary Warren’s emotions for open response.

Produce a written analysis of Mary Warren’s changing emotions.

• The Crucible — Act IV, pp. 112-113
• I, Tituba, Black Witch of Salem — p. 91

Identify and compare perspective in two texts.

Explain Danforth’s motives in this scene and analyze Proctor’s choice.

Explain John Proctor’s tragic flaw.

• “On Tragedy”

Explain what makes The Crucible a tragedy and John Proctor its tragic hero.

• “Half Hanged Mary”

Explain the tone and author’s purpose of specific lines of the poem.

Draw connections to events in The Crucible.

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(ON DEMAND)

You need $100 to pay for a student activity fee (for a club, sport, or other extra-curricular activity). There is no prospect of you earning this money, so you are going to have to convince someone to give it to you. You are going to have to ask your audience for a gift of $100. Not a loan –  a gift. You cannot lie or make up ridiculous things, but you will obviously need to use some creativity to complete this assignment. You should be trying to actually convince your audience to give you $100. So have fun with this, but get the cash. It’s up to you to decide how much of this information to reveal to the recipient of your letter, but outright lying is not allowed. 

Remember: You will need to select a specific audience to whom you will be writing and identify the tone you intend to develop in order to persuade this particular audience. Possible audiences from which to choose: a teacher, a family member, a friend, a classmate, a financial aid organization, the principal, a religious leader, other (please specify).

An effective letter:

• Effectively establishes a purpose
• Develops a tone appropriate for appealing to the intended audience
• Includes precise language and advanced vocabulary

L.9-10.3 W.9-10.3.a

(PROCESS WRITING)

Use the speech, “Enemies from Within” by Joseph McCarthy as well as your understanding of rhetorical devices to respond in writing to the prompt below.

Analyze the techniques that Senator Joseph McCarthy uses to appeal to the emotions of his audience in his speech, “Enemies From Within.” Use evidence from the speech to support your analysis.

An effective essay:

• Includes a clear, relevant and unique thesis statement
• Demonstrates clear and logical reasoning
• Draws relevant evidence to support position
• Uses precise language and advanced vocabulary

W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.9.a

Both The Crucible by Arthur Miller and Maryse Conde’s novel, I, Tituba, Black Witch of Salem , explore the events of Salem in 1692. Explain the major differences between the two works, making sure to consider tone, perspective and purpose in your response.

• Analyzes tone, perspective and purpose
• Draws relevant evidence from both texts to support position

W.9-10.1.a W.9-10.1.b

Use the events occurring at the end of Act 2 and your knowledge of John Proctor’s character to write a narrative in response to the prompt below.

Write a journal entry from the perspective of John Proctor that reflects his thoughts and feelings about the events of the evening recorded on p. 67-76. Use relevant and specific details from the text to develop his perspective.

A successful narrative:

• Establishes John Proctor’s perspective accurately and in the first person
• Uses details from the text in order to convey his perspective
• Uses precise language and vocabulary

Analyze Mary Warren’s changing emotions during the court scene. Use evidence from throughout Act 3 of The Crucible  by Arthur Miller to support your answer.

• Describes Mary Warren’s emotions at the beginning and end of Act 3
• Analyzes how the author conveys these emotions and why Mary is experiencing these emotions
• Draws relevant evidence from throughout Act 3 to support position

W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5 W.9-10.6

Using Aristotle’s “On Tragedy,” analyze The Crucible by Arthur Miller and assess how well it fits Aristotle’s description of a tragedy. Include information and evidence from both The Crucible and the Aristotle reading.

A successful argumentative essay:

• Includes a compelling thesis that previews the arguments to be made
• Provides a clear and accurate definition of tragedy according to Aristotle
• Offers multiple accurate examples of the literary techniques that qualify The Crucible as a tragedy OR make The Crucible not a tragedy
• Uses evidence from both the play and the article to support the analysis
• Displays evidence of revision

SL.9-10.1 W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.9.a

Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.9-10.3 — Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.

L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Literature

RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Speaking and Listening Standards

SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Writing Standards

W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.b — Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.3.a — Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6 — Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.9.a — Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

W.9-10.9.b — Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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What is the summary of the play?

Set in Salem, Massachusetts in 1692, the play focuses on the protagonist John Proctor as he struggles to overcome his past transgressions, prior to the play, when he committed adultery with Abigail Williams which subsequently controls and influences the outcome of the play. Abigail charges various citizens of practising witchcraft, leading to Proctor’s death.

What is the introduction to the play for the question - Choose a play in which there is a central character brings about his or her downfall because of a weakness within their character.

Arthur Miller’s play ‘The Crucible’ explores a character who possess a significant weakness. John Proctor, the antagonist, is unwilling to forgive himself after committing adultery with Abigail Williams. It is this inability to forgive himself that prevents him from revealing Abigail’s lies before they gather momentum and ultimately lead to his downfall in the play’s denouement.

What is the introduction to the play for the question - For a play you have studied, choose a scene in which a character is forced to face up to the truth about himself/herself?

Arthur Millers ‘The Crucible’ is a play where a character is forced to face up to the truth about themselves. John Proctor is a crucial character in the play who’s actions influence the outcome of everyone else. John’s struggles and worries of his tainted past are clearly shown throughout the play. Only through the personal sacrifice and matyrdrom can the constraints of Salem’s society be broken

What is the sentence for the techniques to convey the ideas in the play?

Through the use of characterisation, key scene and dialogue Arthur Miller successfully conveys/demonstrates and refer back to question.

What is the introduction to the play for a question about setting?

Arthur Miller’s the crucible is a play that makes use of setting to make the main ideas of the play more comprehensible and believable. After accusations of witchcraft, hysteria breaks out in Salem. Only through the use of setting can the main ideas be conveyed to the reader and the outcome of the play be explained.

What is the introduction to the play for a question on choose a play in which a central character struggles to cope with social convention or financial difficulties or family duties?

Arthur Miller’s play ‘The Crucible’ contains a central character who struggles to cope with social convention. The protagonist John Proctor, is unwilling to forgive himself after committing adultery - an act frowned upon by the Puritan community. It is his inability to forgive himself and need for self preservation that subsequently controls and influences the outcome of the play, resulting in Proctors death.

What is the introduction for choose a play in which the concluding scene provides effective clarification of the central concerns?

Arthur Miller’s play ‘ The Crucible ‘ concludes with a scene that provides effective clarification of the central concerns in the play. The protagonist John Proctor, is unwilling to forgive himself for committing adultery with Abigail Williams. Proctors need for self preservation and unwillingness to forgive himself influence the outcome of the play and result in his death in the denouement of the play.

What is the introduction for choose a play in which the conflict between two characters is an important feature?

Arthur Miller’s play ‘The Crucible’ explores a conflict between two important characters which influence the outcome of the play. John Proctor ,the protagonist, is tortured and weighed down by the guilt of his affair with Abigail Williams. Due to this, Proctor life is influenced by Abigail who is ultimately the cause of his death in the plays denouement.

What is the introduction for choose a play which focuses on a relationship which is destructive or is in crisis?

Arthur Miller’s play ‘The Crucible’ focuses on a relationship which is destructive. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which a major character behaves in an impulsive or calculating or emotional manner?

Arthur Miller’s play ‘The Crucible’ focuses on a character who behaves in a calculating way.The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which there is a scene which influences the course of future events?

Arthur Miller’s play ‘The Crucible’ contains a scene which influences the course of future events.The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play which deals with the theme of honour or shame or betrayal?

Arthur Miller’s play ‘The Crucible’ explores the theme of betrayal. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life and not betray his wife again. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play which has an effective opening scene or concluding scene?

Arthur Miller’s play ‘ The Crucible ‘ which has an effective opening scene. The protagonist John Proctor, is unwilling to forgive himself for committing adultery with Abigail Williams. Proctors need for self preservation and unwillingness to forgive himself influence the outcome of the play and result in his death in the denouement of the play.

What is the introduction for choose a play in which a major character’s actions influence the emotions of others?

Arthur Miller’s play ‘The Crucible’ contains a major character who influences the emotions of others. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which there is a scene involving a moment of conflict or of resolution to conflict?

Arthur Miller’s play ‘The Crucible’ contains a scene involving a moment of conflict. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence, which results in a conflict, that ultimately leads to Proctors death in the plays denouement.

What is the introduction for choose a play which explores an important issue or issues within society?

Arthur Miller’s play ‘The Crucible’ explores the issue of suppressed desire in the Puritan community of the 1690s. The protagonist John Proctor, is unwilling to forgive himself after committing adultery - an act frowned upon by the Puritan community. It is his inability to forgive himself and need for self preservation that subsequently controls and influences the outcome of the play, resulting in Proctors death.

What is the introduction for a character who, makes a vital error?

Arthur Miller’s play ‘The Crucible’ contains a scene where a character makes a vital error. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence but when presented with the chance to save herself and her husband, Elizabeth’s natural lie to protect her husband ultimately leads to Proctors death in the plays denouement.

What is the introduction for a scene that acts as a clear turning point?

What is the introduction for choose a play where the emotions of one or more characters reach a climax?

Arthur Miller’s play ‘The Crucible’ contains a scene involving a moment of conflict. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence, which results in a climax of his emotions, that ultimately leads to Proctors death in the plays denouement.

What is the conclusion to the play?

To conclude - refer to question. Had Proctor been able to overcome his excessive pride and forgive himself for the the adultery he committed and not been so preoccupied with his past transgressions and reputation in Salem, he could have revealed his knowledge of Abigail earlier in the play and prevented the deaths of many people, as well as his own. Ultimately his inhabiting to forgive himself which was his fatal weakness and Miller successfully conveys the power conscience has over us. The play as a whole provides a powerful message about the dangers of being swept up in hysteria as well as the difficulties placed upon an individual to conform to society.

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By Richard Brody

I Hope You All Feel Terrible Now

How the internet—and Stephen Colbert—hounded Kate Middleton into revealing her diagnosis

Updated at 4:04 p.m ET on March 22, 2024

For many years, the most-complained-about cover of the British satirical magazine Private Eye was the one it published in the week after the death of Diana, Princess of Wales, in 1997. At the time, many people in Britain were loudly revolted by the tabloid newspapers that had hounded Diana after her divorce from Charles, and by the paparazzi whose quest for profitable pictures of the princess ended in an underpass in Paris.

Under the headline “Media to Blame,” the Eye cover carried a photograph of a crowd outside Buckingham Palace, with three speech bubbles. The first was: “The papers are a disgrace.” The next two said: “Yeah, I couldn’t get one anywhere” and “Borrow mine, it’s got a picture of the car.” People were furious. Sacks of angry, defensive mail arrived for days afterward, and several outlets withdrew the magazine from sale. (I am an Eye contributor, and these events have passed into office legend.) But with the benefit of hindsight, the implication was accurate: Intruding on the private lives of the royals is close to a British tradition. We Britons might have the occasional fit of remorse, but that doesn’t stop us. And now, because of the internet, everyone else can join in too.

Read: Just asking questions about Kate Middleton

That cover instantly sprang to mind when, earlier today, the current Princess of Wales announced that she has cancer. In a video recorded on Wednesday in Windsor, the former Kate Middleton outlined her diagnosis in order to put an end to weeks of speculation, largely incubated online but amplified and echoed by mainstream media outlets, about the state of her health and marriage.

Kate has effectively been bullied into this statement, because the alternative—a wildfire of gossip and conspiracy theories—was worse. So please, let’s not immediately switch into maudlin recriminations about how this happened. It happened because people felt they had the right to know Kate’s private medical information. The culprits may include three staff members at the London hospital that treated her, who have been accused of accessing her medical records, perhaps driven by the same curiosity that has lit up my WhatsApp inbox for weeks. Everyone hates the tabloid papers, until they become them.

In her statement, Kate said that after her abdominal surgery earlier in the year, which the press was told at the time was “planned”—a word designed to minimize its seriousness—later tests revealed an unspecified cancer. She is now undergoing “preventative chemotherapy,” but has not revealed the progression of the disease, or her exact prognosis. “I am well,” she said, promising that she is getting stronger every day. “I hope you will understand that as a family, we now need some time, space and privacy while I complete my treatment.”

This news will surely make many people feel bad. The massive online guessing game about the reasons for Kate’s invisibility seems far less fun now. Stephen Colbert’s “spilling the tea” monologue , which declared open season on the princess’s marriage, should probably be quietly interred somewhere. The sad simplicity of today’s statement, filmed on a bench with Kate in casual jeans and a striped sweater, certainly gave me pause. She mentioned the difficulty of having to “process” the news, as well as explaining her condition to her three young children in terms they could understand. The reference to the importance of “having William by my side” was pointed, given how much of the speculation has gleefully dwelt on the possibility that she was leaving him or vice versa.

Read: The eternal scrutiny of Kate Middleton

However, the statement also reveals that the online commentators who suggested that the royal household was keeping something from the public weren’t entirely wrong. Kate’s condition was described as noncancerous when her break from public life was announced in late January . The updated diagnosis appears to have been delivered in February, around the time her husband, Prince William, abruptly pulled out of speaking at a memorial service for the former king of Greece. Today’s statement represents a failure of Kensington Palace to control the narrative: first, by publishing a photograph of Kate and her children that was so obviously edited that photo agencies retracted it, and second, by giving its implicit permission for the publication of a grainy video of the couple shopping in Windsor over the weekend. Neither of those decisions quenched the inferno raging online—in fact, they fed it.

Some will say that Kate has finally done what she should have done much earlier: directly address the rumors in an official video, rather than drip-feed images that raised more questions than they answered. King Charles III has taken a different approach to his own (also unspecified) cancer, allowing footage to be filmed of him working from home. But then again, Kate has cancer at 42, is having chemo, and has three young children. Do you really have it in you to grade her media strategy and find it wanting?

Ironically, Britain’s tabloid papers have shown remarkable restraint; as I wrote earlier this month , they declined to publish the first paparazzi pictures of Kate taken after her withdrawal from public life. They have weighted their decisions toward respect and dignity—more so than the Meghan stans, royal tea-spillers, and KateGate theorists, who have generated such an unstoppable wave of interest in this story that its final destination was a woman with cancer being forced to reveal her diagnosis. If you ever wanted proof that the “mainstream media” are less powerful than ever before, this video of Kate Middleton sitting on a bench is it.