I. Background and Procedure

1
In the Beginning

• I. Background and Procedure
• II. Colonial Literature
• III. The Crucible
• IV. Nonfiction Revolutionary Texts

2
Tuesday, Sept 2

• Edit and Revise your essay.
• Check spelling, punctuation, and sentence
  structure.
• Check grammar.
• Make sure it is in MLA Format
• Make sure you used Parenthetical Citations.
• Once you are finished and ready for me to grade,
  print, place in your folder and turn your folder
  into me.

3
Essential Questions

• How do the authors and works I will study in this
  class relate to American history and society at
  the time?
• How do I properly format a formal essay?
• How do I create a works cited page in MLA format?
• How do I use in-text citations effectively and
  appropriately to avoid "accidental plagiarism"?
• How does the literature in early Colonial America
  reflect the customs and beliefs of the Native
  Americans and Puritans?
• What kind of literary styles did the earliest
  writers contribute to American Literature?
• How did history have an effect on the types of
  literature being written?
• How did McCarthyism influence Arthur Miller to
  write The Crucible?
• What was Miller's purpose in writing about the
  Salem Witch Trials?
• What are the major themes found in the play?
• Is Miller's portrayal of the Puritans accurate?
• What were the primary types of literature during
  the Revolutionary period?
• What written and oral language conventions can be
  found in Revolutionary era literature?
• How does the literature of the Revolutionary
  period relate to the state of the colony and the
  turmoil faced by the colonists?

4
Group Assignments

• Please line up, starting in the back of the room
  by birthdate. January will begin at the back
  door.
• Count off by 6. Find your groups desks, sit
  down, and prepare to start class.

5
Monday

• Introduction to Colonial Literature
• Overview
• Journal
• Group Activity

6
Wednesday, Sept. 3

• Iroquois Constitution
• Mayflower Compact

7
Colonial Literature

• Overview
• Societies and Leaders Iroquois and Bradford
• Puritan Poetry and Prose

8
Journal

• What qualities make a good leader? What
  qualities make a good follower? 5-7 complete
  sentences.
• Keep your paper out for the next activity.

9
Societies and Leaders

• View The Iroquois Nation and take notes
• Read about their society---page 41 and take notes
• Summarize the info from the book and the video.
• With your table, write one well developed
  paragraph. Each person will write one on the same
  paper as their journal to put in their folder.

10
Read Iroquois Constituion (42-44) or Hodenosaunee
Nation ("people of the longhouse")

• 1. The Tree of the Great Peace has both literal
  and figurative meanings. Discuss some of the
  things it might symbolize to the Iroquois.
• 2. What advantages do you think the Iroquois
  gained by establishing the constitution? What
  disadvantages, if any, might there have been?

11
The Mayflower Compact

• Old English
• First American document that spelled out
  governmental procedure.
• The Mayflower Compact was drawn up in 1629 with
  fair and equal laws, for the general good of the
  settlement and with the will of the majority
• Being the first written laws for the new land,
  the Compact determined authority within the
  settlement and was the observed as such until
  1691.

12
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13
The Mayflower Compact

• In ye name of God Amen We whose names are
  vnderwriten,
• the loyall subjects of our dread soueraigne Lord
  King James
• by ye grace of God, of great Britaine, franc,
  Ireland king,
• defender of ye faith, c
• Haueing vndertaken, for ye glorie of God, and
  aduancemente
• of ye christian faith and honour of our king
  countrie, a voyage to
• plant ye first colonie in ye Northerne parts of
  Virginia doe
• by these presents solemnly mutualy in ye
  presence of God, and
• one of another, couenant, combine our selues
  togeather into a
• ciuill body politick for ye our better ordering,
  preseruation fur
• therance of ye ends aforesaid and by vertue
  hearof, to enacte,
• constitute, and frame shuch just equall lawes,
  ordinances,
• Acts, constitutions, offices, from time to
  time, as shall be thought
• most meete conuenient for ye generall good of
  ye colonie vnto
• which we promise all due submission and
  obedience. In witnes
• wherof we haue herevnder subscribed our names at
  Cap
• Codd ye 11 of Nouember, in ye year of ye raigne
  of our soueraigne
• Lord king James of England, france, Ireland ye
  eighteenth

14
The Mayflower Compact

• In the name of God, Amen. We whose names are
  underwritten, the loyal subjects of our dread
  Sovereign Lord King James, by the Grace of God of
  Great Britain, France, and Ireland King, Defender
  of the Faith, etc.
• Having undertaken for the Glory of God and
  advancement of the Christian Faith and Honour of
  our King and Country, a Voyage to plant the First
  Colony in the Northern Parts of Virginia, do by
  these presents solemnly and mutually in the
  presence of God and one of another, Covenant and
  Combine ourselves together in a Civil Body
  Politic, for our better ordering and preservation
  and furtherance of the ends aforesaid and by
  virtue hereof to enact, constitute and frame such
  just and equal Laws, Ordinances, Acts,
  Constitutions and Offices from time to time, as
  shall be thought most meet and convenient for the
  general good of the Colony, unto which we promise
  all due submission and obedience. In witness
  whereof we have hereunder subscribed our names at
  Cape Cod, the 11th of November, in the year of
  the reign of our Sovereign Lord King James, of
  England, France and Ireland the eighteenth, and
  of Scotland the fifty-fourth. Anno Domini 1620.

15
Questions

1. What reasons were given for the creation of the
   document?
2. What did they agree to do?
3. What words in the document show the seriousness
   of the persons who signed it?
4. What was so important about the Mayflower Compact
   that it is still studied as part of our history?
   (first agreement to create self-government in
   America)
5. Did it help or hurt them?
6. Would the new colony have survived just as
   well without it?
7. Could the signing of the Mayflower Compact be
   considered an act that contributed to the "common
   good?" How?
8. What was the benefit in this historical
   situation of group cooperation?

16
Thursday

• Review of Iroquois and Mayflower Complact
• Vocabulary
• Journal
• Group Activity

17

• The United States of America began as a land of
  voyagers. Several hundred Native American tribes
  inhabited the United States long before the
  Puritans came here for religious freedom. The
  Native American literature was entirely oral, for
  these tribes had not yet created a writing system
  of their own.
• The New England Puritans also played a vital role
  in shaping American values. The 17th century
  Puritans contributed to our country's mission,
  work ethic, and its moral sensibility. Along
  with the Native Americans, the colonists helped
  to shape the beginning of our literary heritage.

18
Vocabulary

• Puritan Plain A way of writing that expresses
  simplicity and clarity of expression
• Anachronism Words that are no longer in general
  use
• Allusion A reference to someone or something
  that is known from history, literature, religion,
  sports, politics, science, or some other branch
  of culture
• Inversion A reversal of the normal word order
  in a sentence or phrase
• Anaphora The repetition of a word or words at
  the beginning of a line, clause, or sentence
• Conceit An elaborate, extended metaphor
• Apostrophe A figure of speech in which a
  speaker directly address a person who is not
  there or a personified object, quality, or idea

19
Journal Read the Following

• So lamentable was our scarcity that we were
  constrained to eat dogs, cats, rats, snakes,
  toadstools, horsehides, and what not. One man out
  of the misery he endured, killing his wife,
  powdered her up to eat her, for which he was
  burned. Many besides fed on the corpses of dead
  men, and one who had gotten insatiable out of
  custom to that food could not be restrained until
  such time as he was executed for it. The
  Starving Time

• Respond

• Obviously, it was very difficult to make it in
  the new world. Life was hard, food was scarce,
  and a lot of people died.
• What made those that survived different? Was it
  just luck or survival of the fittest (Darwin).
  Would you have survived? Respond in a paragraph.

20
Journal Response

• Obviously, it was very difficult to make it in
  the new world. Life was hard, food was scarce,
  and a lot of people died.
• What made those that survived different? Was it
  just luck or survival of the fittest (Darwin).
  Would you have survived? Respond in a paragraph.

21
Primary Sources Group Work

• Using the handout, answer the following questions
  in pairs.
• 1. Identify the basic Puritan beliefs illustrated
  in these quotations.
• 2. What do these quotations suggest about Puritan
  attitudes toward women and children?
• 3. In what ways did the Puritans attempt to make
  religion a controlling force in everyday life?
• 4. Based on these quotations, do you consider
  Puritanism a repressive and intolerant moral and
  religious code or as a rigorous and realistic
  attempt to face up to the harsh realities of
  life?

22

• Basic Puritan Beliefs
• 1. Total Depravity - through Adam and Eve's fall,
  every person is born sinful - concept of Original
  Sin.
• 2. Unconditional Election - God "saves" those he
  wishes - only a few are selected for salvation -
  concept of predestination.
• 3. Limited Atonement - Jesus died for the chosen
  only, not for everyone.
• 4. Irresistible Grace - God's grace is freely
  given, it cannot be earned or denied. Grace is
  defined as the saving and transfiguring power of
  God.
• 5. Perseverance of the "saints" - those elected
  by God have full power to interpret the will of
  God, and to live uprightly. If anyone rejects
  grace after feeling its power in his life, he
  will be going against the will of God - something
  impossible in Puritanism.

23
Day 8

• Social Contract
• Puritan Poetry
• Terms conceit, anaphora, and apostrophe
• Quiz on Friday on all literature from this week.

24
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25
Huswifery (82)By Edward Taylor
As you read the poem, pay close attention to the
use of conceit and apostrophe. How are these
literary terms effectively used in the poem? What
do you think the spinning wheel really
represents? In addition to the spinning wheel,
try to identify the metaphors for the following
objects loom, clothing, and apparel.

• Make me, O Lord, Thy spinning-wheel complete.
• Thy holy word my distaff make for me.
• Make mine affections Thy swift flyers neat
• And make my soul Thy holy spool to be.
• My conversation make to be Thy reel
• And reel thy yarn thereon spun of Thy wheel.
• Make me Thy loom
• then, knit therein this twine
• And make Thy Holy Spirit, Lord, wind quills
• Then weave the web Thyself. Thy yarn is fine.
• Thine ordinances make my fulling-mills.
• Then dye the same in heavenly colors choice,
• All pinked with varnished flowers of paradise.
• Then clothe therewith mine understanding, will,
• Affections, judgment, conscience, memory, My
  words and actions,
• that their shine may fill My ways with glory and
  Thee glorify.
• Then mine apparel shall display before Ye

26
Anne Bradstreet is most famous for being the
first Puritan poet. Not only is she recognized
for her poetry, which was uncommon during the
early 17th century, but the fact that she is a
woman makes her even more prominent. There were
not very many women writers before the 20th
century, much less in the 1600s! Bradstreet and
her family emigrated to American in 1630. The
well-educated Anne was ill-prepared for the three
month journey. She was afflicted with small pox
which really affected her joints, but she was
still able to have eight children. Tragedy struck
again when Bradstreet's home burned to the
ground, as you will read in one of her poems. It
was a devastating fire that left the family
devoid of all personal belongings.Anne's
husband Simon had many political duties that kept
him traveling to various colonies on diplomatic
errands, so Anne would spend her lonely nights
reading and educating her children. Anne was
especially fond of poetry and began to write
herself her works were kept private as it was
frowned upon for women to pursue intellectual
enlightenment, let alone create and air their
views and opinions. However, her brother-in-law
had secretly copied her work and brought it to
England to have it published without her
permission. The book did fairly well in England,
but was the only one to be published during her
lifetime. All of her other poems would be
published after her death.Bradstreet's poetry
was mostly based on life experience and the love
for her husband and family. She lived in a time
where the search for knowledge was against God's
will, and women were relegated to traditional
roles. She clearly valued knowledge and intellect
and was a free thinker, who could even be
considered an early feminist.
27
Quote about Bradstreets work

• ...the worse effect of his the reader's reading
  will be unbelief, which will make him question
  whether it be a woman's work, and ask, is it
  possible? If any do, take this as an answer from
  him that dares to avow it it is the work of a
  woman, honored, and esteemed where she lives, for
  her gracious demeanor, her eminent parts, her
  pious conversation, her courteous disposition,
  her exact diligence in her place, and discreet
  managing of her family occasions, and more than
  so, these poems are the fruit but of some few
  hours, curtailed from her sleep and other
  refreshments.

28
Reading Assignment

• You will read two poems written by Bradstreet
  "Upon the Burning of our House" and "To My Dear
  and Loving Husband.

29
"To My Dear and Loving Husband" (76)

• If ever two were one, then surely we.
• If ever man were loved by wife, then thee
• If ever wife was happy in a man,
• Compare with me, ye women, if you can.
• I prize thy love more than whole mines of gold
• Or all the riches that the East doth hold.
• My love is such that rivers cannot quench,
• Nor ought but love from thee, give recompense.
• Thy love is such I can no way repay,
• The heavens reward thee manifold, I pray.
• Then while we live, in love let's so persevere
• That when we live no more, we may live ever.

1. Note that each of the first three lines begins
   with "If"--a good example of anaphora. What is
   the effect of this repetition? Does it undermine
   the certainty that other lines seem to express?
   Note that it is further emphasized by breaking
   the regular iambic rhythm.
2. Whom is this poem addressed to? If just her
   husband, why does she address "ye women"y here?
   Is she speaking to both? Or is this a private
   poem, probably not meant for publication? It was
   not published for many years.
3. Note how she uses the imagery of physical wealth
   and ownership to represent their emotional love,
   and its contrast with the spiritual element at
   the end of their poem.
4. Ought means both nothing and expression of duty.
   These are very different meanings. Which is she
   using here? Could she be using both?
5. Why should she want to "repay" if they two are
   truly one?
6. What does this paradox mean? How should they live
   now, as lovers, if they are to live and love
   forever? How does this tie in with their Puritan
   beliefs in predestination? Note the extra
   syllable in these final two lines. What is its
   effect?

30
"Upon the Burning of our House (handout)

• Consider the importance Bradstreet places on
  worldly possessions.
• Does she find them important at all?
• What is most important to her?
• Notice the fact that she still praises God
  immediately after all of her things turn to dust.
  How does this poem display the characteristics of
  Puritan beliefs?
• Lastly, notice the use of inversion. It is
  typical to read literature from this time period
  that uses a different word order than we would
  use today.

31
Day 9

• Quiz
• Final Draft of essay must be complete, check
  spelling, punctuation, grammar, capitalization.
  (50)
• Essay must contain 3 quotes.(10)
• Quotes must be cited with parenthetical
  citations. (10)
• Works Cited must be last page of essay. (20)
• Paper must use MLA format. (10)

32
Native American Myths

• Despite the immense variety of the tribes,
  certain themes, characters, and stories can be
  found in many of the cultures. One idea prevalent
  in most of the myths is that spiritual forces can
  be sensed in the natural world - including
  clouds, wind, animals, and plants - that they
  shape and sustain. In addition, a major theme in
  Native American mythology is creation, the steps
  by which the world and everything in it took on
  their present forms.

33
Reading Assignmentpage 20

• Read the creation myth "The Earth on Turtle's
  Back. As you read, pay attention to the
  importance the Onondaga tribe placed on dreams
  and how they believe the world came into
  existence. When you have finished reading,
  complete the following self-assessment activity
  to review the myth.

34
Research Assignment

• Many Native Americans greeted the English and
  Spanish settlers when they arrived in America.
  Investigate one tribe, and write a well-written
  mini-report of your findings (2- 3 paragraphs).
  You can explain the tribe's lifestyle,
  government, transportation, clothing, housing,
  trading, relationship with settlers, or any other
  interesting aspect of their lives that you may
  discover. Make sure you cite the information you
  find using MLA format. You can find a couple of
  websites to help you with your research
• http//www.si.edu/Encyclopedia_SI/History_and_Cult
  ure/AmericanIndian_History.htm
• http//www.mce.k12tn.net/indians/navigation/native
  _american_chart.htm
• Save your work in the GPerritt/Block/Assignment

35
Quiz Match the items.

• The task is to match the lettered items with the
  correct numbered items. Appearing below is a list
  of lettered items. Following that is a list of
  numbered items. Each numbered item is followed by
  a drop-down. Select the letter in the drop down
  that best matches the numbered item with the
  lettered alternatives.
• a. slave captured during the slave trade
• b. Puritan minister who was a part of The Great
  Awakening
• c. Puritan a part of the first Plymouth Colony
• d. Harvard graduate who is known for using
  conceit
• e. first Puritan poet
• 1. William Bradford
• 2. Edward Taylor
• 3. Olaudah Equiano
• 4. Jonathan Edwards
• 5. Anne Bradstreet

36
Background

• The Great Awakening was a religious revival that
  began around the 1730s. It swept through the
  colonies in the East transforming the religious
  and social life of the Puritans. Unlike the
  compact communities of the old world, the small
  farms and plantations made communication
  difficult. People often lived great distances
  from the church and membership suffered they
  relied on themselves, and by the second and third
  generations, the majority of the population was
  outside the membership of the Puritan church.
• Ministers like Jonathan Edwards would preach
  their sermons trying to revive the Puritan
  church. These revivals would occur and then die
  out one of the reasons why they were
  extinguished was because of the growing influence
  of the Enlightenment text annotation indicator
  . Edwards is most known for his sermon "Sinners
  in the Hands of an Angry God" where he uses the
  image of a dangling spider over a fire to
  describe the human predicament.
• Despite the initial response to his preaching,
  Edwards did not remain popular forever. His
  downfall occurred when he condemned a group of
  young people from his pulpit. The parents of
  these children drove him from his position, and
  he was exiled to Stockbridge where he worked with
  the Native Americans.

37
Puritan Sermon

• The Puritans believed that the real power of a
  sermon was to be found in its words, rather than
  its delivery. Since the words were thought to be
  divinely inspired, it was believed that the words
  alone carried enough power to affect the
  congregation. Preachers usually spoke their
  sermons in a deliberate monotone. Consider this
  effect as you read Sinners in the Hands of an
  Angry God.

38
Introduction
39
Sinners in Hands.
40
Final Project

• Now that you have completed all of the readings
  for this unit, it's time to put your knowledge of
  the literary terms to the test. Not only is it
  important to be able to identify literary terms
  within a piece of literature, but it is also
  important to understand the writer's purpose in
  utilizing that writing technique as well as the
  significance of the technique to the piece as a
  whole.
• Your task is to create a Literary Terms
  PowerPoint presentation. You will use all 9 Key
  Terms from this unit. More than likely you will
  need two slides per term. Once you create a title
  slide, you will have approximately 19-20 slides.
• For each term, you will include a specific text
  reference from one of the pieces from this unit
  that utilizes the term. For example, if my term
  is "simile," I will want to find an example of a
  simile in one of the stories or poems we have
  read. You will type that example onto the slide.
  In addition, you need to explain the
  effectiveness or significance of that example as
  it relates to the piece. Lastly, you need to
  create your own sentence(s) utilizing that
  literary term. Please include a picture to go
  along with your example.
• sample slide below.

41
(No Transcript)
42
Day 10

• Quiz
• Vocabulary
• Background information (Issue Books)
• Overture/Group Work
• Journal
• Study guide/character chart

43
III. The Crucible
44
Essential Questions

• How did McCarthyism influence Arthur Miller to
  write The Crucible?
• What was Miller's purpose in writing about the
  Salem Witch Trials?
• What are the major themes found in the play?
• Is Miller's portrayal of the Puritans accurate

45
1692 vs 1950

• Arthur Miller wrote The Crucible to both
  understand and to comment on a brief but
  turbulent episode in American history that he and
  the country had just survived.
• This was the hunt for communists led by Senator
  Joseph McCarthy in the 1950s. Because of the
  near hysteria surrounding this national hunt for
  communists shortly after World War II, playwright
  Miller equated it with the hunt for witches in
  the 1690s in colonial New England, most
  specifically in the village of Salem,
  Massachusetts.

46

• Even though this play was written in the 1950s,
  Arthur Miller is true to the diction and style of
  the Puritans. There may be words you don't know
  as you read. It would be to your benefit to
  look these words up.
• Here are a few of the words you will encounter
  while reading the play. Make sure you learn and
  study these words.
• 1.Predilection
• 2.Parochial
• 3.Defiled
• 4.Injunctions
• 5.Deference
• 6.Contention
• 7.Prodigious
• 8.Ameliorate
• 9.Pious
• 10.Tainted
• 11.Scoffing
• 12.Base
• 13.Adamant
• 14.Rescinded
• 15. Indictment

47
Key Terms

• McCarthyism the practice of making accusations
  of disloyalty, esp. of pro-Communist activity, in
  many instances unsupported by proof or based on
  slight, doubtful, or irrelevant evidence
• Allegory the representation of abstract ideas or
  principles in a narrative or dramatic form

48
The Crucible

• Overview

49
The Overture pages 3-8

• Group Paragraphs
• 1 Setting 1 3
• 2 Theocracy 4 5
• 3 The wilderness 6 7
• 4 "City on a hill" 8 10
• 5 Next generation Puritans 11 13
• 6 Withcraft 14 15

50

• Describe how the narrator/author sees Rev.
  Parris.
• Explain, in detail, the "town" and describe how
  the Puritans viewed their "town."
• According to these paragraphs, what was the
  economic situation in Salem during this time?
• How did the Europeans view the Puritans?
• What does the narrator/author mean when he says
  that "There was a good supply of neer-do-wells?"
  Describe what you think a neer-do-well is and
  what their life might be like in Salem 1692.
• What reason "more than the creed" does the author
  give for the people of Salem remaining so
  strongly united? Will that reason remain valid
  (consider when the author says, "the time of the
  armed camp had almost passed" in your response)?
• Explain the duty of the two-man patrols appointed
  by the Church-Govt. as police officers. What
  exactly were they policing?
• List the main tension of this section
  ____________ vs. ______________

51

• How did the Puritans view the forest and why?
• Explain why the Puritans viewed the Indians
  as heathens.
• What is the main conflict/tension in this
  section?
• How did the Puritans view other sects of
  Christianity? According to the author why did
  they feel this way?
• What does it mean to believe one holds the
  candle that lights the world?
• Explain the concept of the New Jerusalem.
• List three character traits your peers should
  understand about the Puritans
• Look up the word JUNTA in the dictionary, and
  write the definition here that makes the best
  sense with how it is used in this section.
• What governmental change occurred that may
  have seemed frightening to the Puritan people?
• How does Miller explain a THEOCRACY? (And
  what might "material or ideological enemies"
  mean?)
• Other than possible witches, what does Miller
  say made these Puritans feel panic?
• Even though Millers play is about historical
  figures in Salem in the 1690s, the play is also
  known to be an expression of his feelings about
  his own period in the 1950s. What does he say
  about repressions that could apply to the 1950s
  and even to our own time?
• Why does Miller feel pity for the people of
  his play (the people of 17th century Salem)?
• What does Miller say are two or three reasons
  that people felt good about crying witch against
  their neighbors?
• Based on the previous question In this
  section, what is Millers attitude about the
  strictness of the Puritans?

52
Day 13

• Journal
• Fact vs Fiction
• Act I

53
Journal 3

• Re-read pages 3-8
• Describe Salem Village as given in Millers
  Commentary. Comment on the people, their beliefs,
  and their possible biases.

54
Act I

• Study Guide
• Character Map
• Conflicts
• Setting

55
So, Whats the Truth?

• AND THIS IS FACT
• Tituba was asked to bake a witchcake in order
  to figure out who was afflicting Betty Parris.
  She was later accused of witchcraft by Betty and
  Abigail.
• Betty Parris and Abigail Williams were the first
  to become afflicted.
• Actual symptoms consisted of violent, physical
  tantrums.
• Rebecca Nurse was hung on July 19th, John Proctor
  on August 19th, and finally, Martha Corey on
  September 22nd.
• Tituba brought stories of voodoo and other
  supernatural events from Barbados. This alone
  compelled the girls to take part in harmless
  fortune-telling.

• THIS IS FICTION
• Tituba led six girls into a nearby forest to cast
  charms and spells, followed by a wild dancing
  ritual.
• Ruth Putnam was the first girl to become
  afflicted.
• The only symptom of bewitchment was that the
  victim could not be woken from a deep slumber.
• John Proctor, Rebecca Nurse, and Martha Corey
  were all hung on the same day.

56
The Parris Family

• THIS IS FICTION
• Mrs. Parris had been dead for years and the
  family consisted of Betty (daughter), Mr. Parris,
  Abigail (niece), and Tituba (slave).
• Betty was present for the trials.
• Mr. Parris claimed to be a graduate of Harvard.
• Tituba was single and didnt have family as a
  slave. Tituba confessed quickly.

• AND THIS IS FACT
• Mrs. Paris was alive during the incident and died
  in 1969, four years after the incident. The
  Parris family consisted of Mr. and Mrs. Parris,
  Betty, Thomas, and Susannah Abigail was only
  kinfolk.
• After the trials began Betty was sent away.
• Mr. Parris actually went to Harvard, but dropped
  out.
• Tituba was actually an Indian woman who had a
  husband named John and a daughter named Violet.
  She was also tortured for a long time before she
  confessed.

57
The Proctor Family

• THIS IS FICTION
• John Proctor is young and is a farmer.
• Elizabeth is his only wife.
• John Proctor only has two young sons.
• Mary Warren was 17 in the story
• John and Abigail committed adultery. Abigail
  worked for the Proctors before Mary

• AND THIS IS FACT
• John is actually 60 and a tavern keeper.
• Elizabeth is his third wife.
• John has a daughter that is 15, a son that is 17,
  and another son that is 33 from a previous
  marriage.
• Mary Warren is 20.
• The adultery between Abigail and John is unlikely
  to occur as they lived far from each other and
  Abigail never worked for them.

58
The Putnams, Nurses, Giles Corey

• AND THIS IS FACT
• The daughters real name is Ann, just like her
  mothers.
• The Putnams had 6 living children.
• Rebecca Nurse was considered least likely to be a
  witch she was seen as saint-like.
• The Nurses were not extremely respected because
  they owed money.
• Corey was accused of witchcraft and didnt enter
  a plea. He was pressed with stones in an attempt
  to force him to plea either way, but he refused.

• THIS IS FICTION
• Daughter is named Ruth Putnam.
• Ruth was the only child of 8 to survive.
• Both of the Nurses were deeply respected and
  revered.
• Giles Corey was executed for refusing to reveal
  the name of a witness.

59
Act I

• Remember that the play takes place in Salem,
  Massachusetts in 1692. The Puritans' government
  is a theocracy - ruled by God through religious
  officials. This is important to note as you
  recognize the importance and power of the
  character Reverend Parris.
• The play opens with the town's minister, Reverend
  Parris, praying in front of his daughter's bed.
  The rumor is that his daughter, Betty, is the
  victim of witchcraft. Reverend Parris has sent
  for Reverend Hale, an expert on witchcraft, to
  determine the cause of Betty's illness. This is
  merely just the beginning of the hysteria that
  unfolds in the play.

60
Stage Directions

• Located at the beginning of a script and
  throughout, stage directions may identify the
  setting tell actors how to speak and move or
  describe the characters, the scenery, or the
  arrangement of props. In The Crucible, Miller
  also uses the stage directions to convey
  historical background, occasionally drawing
  parallels to the American political scene of the
  1950s.

61
Activity

• The stage directions of a play are instructions
  for the director, actors, and stage crew. Stage
  directions may describe the props, scenery,
  costumes, and sound effects used during a
  performance and tell how characters look, move,
  speak, and feel. Create a chart using the
  headings below
• . Choose two stage directions for each of the
  following characters Parris, Mr. Putnam, Mrs.
  Putnam, Tituba, Giles Corey, Proctor, Abigail,
  Rebecca Nurse, Rev. Hale, Mary Warren.
• Page Quote
  Character Explanation
• 25 ...feverish with Mrs.
  Putnam all of this
• curiosity excites
  her

62
Day 16

• Act II
• Dialogue

63
Act II

• The relationship between John Proctor and his
  wife Elizabeth is a delicate one. Obviously,
  Elizabeth has lost a lot of trust in John which
  is shown in the opening lines of Act II. Notice
  how cold Elizabeth is towards Proctor and how he
  responds to her. Should she just forgive him
  and move on? Is Elizabeth's treatment of John
  understandable considering he cheated on her with
  Abigail?
• Mary Warren and Reverend Hale become integral
  characters in the play's plot. Both Mary and Hale
  have to deal with an internal conflict of their
  own. Mary is torn between whether to tell the
  truth at the trials or whether to protect herself
  from a possible accusation. Reverend Hale now
  believes that the trials have gotten out of hand
  and starts to believe John Proctor.

64

• 1. What does the reader learn about the Proctors
  marriage through the discrepancy between what
  John Proctor does before he sees his wife and
  when he talks to her?
• 2. In what ways is Millers use of dialogue
  effective in the first two pages of this scene to
  show the rift between the couple?
• 3. What does Proctors hesitation to travel to
  Salem indicate about his inner conflict?
• 4. Whom does Elizabeth call, A mouse no more?
  What does she mean by this metaphor?
• 5. Explain the ironic ultimatum the head of the
  court has given to those who have been arrested.
• 6. Explain the metaphor The magistrate sits in
  your heart that judges you.

65
Dialogue

• Dialogue is written conversation between two or
  more characters. Found in all forms of literature
  but most important in drama, dialogue moves the
  plot forward and provides clues about characters'
  motives and relationships. For example, consider
  the following dialogue between Elizabeth and John
  Proctor.

66
Dialogue

• Elizabeth. You were alone with her Abigail
  Williams?
• Proctor. (stubbornly) For a moment alone, aye.
• Elizabeth. Why, then, it is not as you told me.

67
Dialogue

• Why does Elizabeth react so strongly to the news
  that John was alone with Abigail?
• What does Proctor's stubborn reply reveal about
  him?
• You might infer that John and Elizabeth are both
  uneasy about John's relationship with
  Abigail--John feels guilty about what happened
  between them, and Elizabeth does not trust her
  husband.

68
Activity

• With two classmates, examine other passages of
  dialogue in Act Two
• the exchanges between Mary Warren, Proctor, and
  Elizabeth in which Mary reveals Sarah Good's
  confession of witchcraft (60-62)
• the exchanges between Mr. Hale, Proctor, and
  Elizabeth in which Proctor tries to recite the
  Commandments (70-71)
• the exchange between Proctor and Mary Warren at
  the end of the act (84-85).
• Read these exchanges aloud.
• Determine what the dialogue reveals about the
  characters.

69
Writing Assignment

• Writing Dialogue
• Between Acts 1 and II eight days elapsed. What
  happened during those eight days? Fill in the
  missing events by creating a script.
• You must use at least two characters.
• You must use stage directions and dialogue.
• It must be 350 words.
• Use correct format for writing dialogue using The
  Crucible as a guide.

70
Rubric
MLA Format 10 points
Correctly written dialogue 30 points
Content 30 points
Length 10 points
Grammar 20
71
Day Eight

• Journal
• Irony Activity
• Irony Assessment
• Group Quotes
• Help with dialogue
• Act III

72
Journal 5

• Choose one character from Act I or Act II. Write
  about what you think will happen to them in Acts
  III and IV.

73
Irony
  Verbal irony   Occurs when someone states one thing and means another often recognized as sarcasm i.e. narrator refers to honesty as an incumbrance or burden
  Situational irony   A contrast between what is expected to happen and what actually does happen i.e. gentleman who is admired and envied commits suicide
  Dramatic irony (SEE pg. R113) Occurs when a reader knows more about a situation or a character in the story than the characters do  
74
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75
Allusion a reference to another literary work,
event in history, or any other cultural piece.
The play "There are wheels within wheels in this
village, and fires within fires!" speaker Mrs.
Putnam
The Allusion This was the appearance and
structure of the wheels They sparkled like
chrysolite, and all four looked alike. Each
appeared to be made like a wheel intersecting a
wheel. Ezekiel 116
Complex interacting processes, agents, or
motives, as in It's difficult to find out just
which government agency is responsible there are
wheels within wheels. This term, which now evokes
the complex interaction of gears, may derive from
a scene in the Bible (Ezekiel 116) Their
appearance and their work was as it were a wheel
in the middle of a wheel. c. 1600
76
Day 18

• Watch Video on Real Trials
• Read/Listen to Act III
• Foil Assignment

77
Act III

• In Act III, court is in session. Things are
  really intense in Salem. Elizabeth has been
  arrested for allegedly making a voo-doo doll.
  Proctor's only goal is to free his wife and prove
  that Abigail is a liar in the process. You will
  read some very intense questioning from Danforth.
  This is where the play gets really good!
• Proctor really needs Mary to tell the truth about
  Abigail and the rest of the girls if he is going
  to be able to prove Elizabeth's innocence. Read
  Act III to find out if Mary does the right thing
  and if Proctor is successful in his efforts to
  save Elizabeth's life. Think back to the song
  "Witchy Woman." Are the descriptions of witches
  anything like the women accused of being witches
  in the play?

78
Foil

• A foil is a character who provides a striking
  contrast to another character. For example, a
  down-to-earth, practical character may be a foil
  to an absent-minded, flighty character.
• A writer might use a foil to emphasize certain
  traits of another character or simply to set off
  or enhance this character through contrast.
• Use a chart to contrast Elizabeth and Abigail.
  Record details about how they differ in
  personality, values, and their feelings for John
  Proctor.
• Locate 2 quotes from the text that prove your
  observations.

79
Compare/Contrast
80
Day 19

• Read Act IV
• Complete Chart
• Discuss Introductory paragraph.
• Quiz tomorrow on Crucible
• Writing Assignment

81
Act IV
Reverend Hale returns to Salem in Act IV after
quitting the court. He wants to beg the
prisoners to confess to witchcraft in order to
save themselves from the gallows. You know from
reading Act III that Proctor has now also been
arrested. Elizabeth is safe for now because she
is pregnant, but other respected citizens such as
Rebecca Nurse are still scheduled to hang. The
choice is simple confess to being a witch and
you are saved don't confess and you will be
hanged. For most, this is an easy decision, but
consider the morals and values of the Puritans.
It would be very difficult for a Puritan to lie
about being a witch and to sacrifice his/her
integrity.
82
Day 20

• Final Essay
• Complete Introduction
• Complete Conclusion Paragraph

83
Final Assessment - The Crucible Essay

• Your major assessment for this unit is to write a
  critical analysis essay over The Crucible.
• In order to fully analyze a piece of literature,
  you must have opinions, as well as facts. In
  addition, it is imperative that you explain the
  significance of your ideas. This is the point
  when you will truly begin to analyze the text.

84
Choose one of the following topics to focus on in
your paper

• 1. In the play, The Crucible, many of the
  characters learn things about themselves, as well
  as others. Discuss the insight gained by the
  characters of Elizabeth Proctor and Abigail
  Williams.
• 2. Analyze one of the contrasts found in The
  Crucible, and discuss how it is prevalent
  throughout the play in reference to Abigail and
  Elizabeth. Why is it important, as a reader, to
  recognize these contrasts?
• 3. Analyze the change or lack of change
  undergone by Elizabeth and Abigail. Why is this
  significant to the overall plot of the story?
• 4. Analyze the role of Elizabeth Proctor or
  Abigail Williams in The Crucible. Why is their
  character a vital role in the play? What can
  readers learn from them?

85
Steps to Writing with POWER

• Plan
• Organize your thoughts/Choose your quotes
• Write your 1st draft
• Edit, Edit, Edit, Edit
• Revise

86

• Introduction
• Your introduction should start out general and
  should get more specific as you work your way
  down to the thesis. Mention the author and
  title of the work you are writing about in your
  introduction. The thesis statement is the main
  idea of the entire paper. It should also
  include your opinion about the given topic.
• Body
• Your body paragraphs should have a topic and
  concluding sentence. Use transitions!!! After
  you give a fact, detail, etc. about the topic you
  are writing on, give your opinion about that
  fact. This will help you explain the
  significance of your points, as well as make your
  paper stronger. Each body paragraph needs a
  quote of support from the text.
• Conclusion
• No new information or points in your conclusion.
  Your conclusion is a summary of your main points
  from your paper.

87
Things to use

• include a brief summary of the paper's main
  points.
• ask a provocative question.
• use a quotation.
• evoke a vivid image.
• call for some sort of action.
• end with a warning.
• universalize (compare to other situations).
• suggest results or consequences.

88
Essay Requirements

• Your paper should be at least 3 pages typed in
  length - 4 paragraph minimum.
• It should be formatted in MLA format. (double
  spaced, Times New Roman or a similar font, 12
  point font, correct headings and header, 1 inch
  margins, parenthetical citations, etc.)
• At least 6 quotes from the play must be
  integrated within your paper.
• Remember to write in 3rd person only.
• You also need to use literary present tense.
  Watch your verbs!
• Create an original title for your essay - The
  Crucible Essay is not acceptable.

89
Introduction
Hook (Big Idea about life)
Tie hook to play (author and title)
Summarize Play (include setting, plot, characters)
Thesis statement (tied to big ideainclude Abigail and Elizabeth)

90
Day 21

• Type essay
• Interactive Witch Hunt

91
Day 23

• Movie
• Writing the body paragraphs of the essay

92
Body Paragraph
Topic sentence  
Example 1  
Explain 1  
Example 2  
Explain 2  
Example 3  
Explain 3  
Closing sentence  
93
Day 26

• Review
• Review
• Review
• Writing a Conclusion

94
Review

• Settings Acts I-IV
• Characters Names/Relationships
• Conflicts Internal/External
• Plot Major Events Acts I-IV
• Themes (Message for mankind)

95
Conclusion

• Answer the question "So What?"
• Show your readers why this paper was important.
  Show them that your paper was meaningful and
  useful.
• Synthesize, don't summarize
• Don't simply repeat things that were in your
  paper. They have read it. Show them how the
  points you made and the support and examples you
  used were not random, but fit together.
• Redirect your readers
• Give your reader something to think about,
  perhaps a way to use your paper in the "real"
  world. If your introduction went from general to
  specific, make your conclusion go from specific
  to general. Think globally.

96
Conclusion
Restatement  
  Big Why 1.   2.  
Eloquent conclusion  
97

• Elizabeth Proctor determined her destiny-a place
  in heaven. Her love for John and her family
  makes her angelic against Abigails evilness. If
  the Abigail has any redeeming qualities, they
  fail to appear in the play. Miller's emphasis on
  the Abigail's traits of arrogance, jealousy, and
  revenge make it apparent that anyone who might
  have known Abigail personally would have based
  his opinion of her on these three personality
  "flaws." Ultimately, our opinion of the Abigail
  is not a favorable one, and it is clear that
  Miller meant us to feel this way He wanted
  Elizabeth to be the heroine of the play.

98
Interactive Witch Hunt

• In order to leave behind the "safe world" of the
  present and get a taste of what it was like in
  Salem in 1692 at the height of the witch hunts,
  you are going to participate in an interactive
  web site created by the National Geographic
  Society. By fully entering into the activity,
  you will gain insight into the emotional power of
  the Salem witch trials and will gain a fuller
  understanding of the play's literary and
  historical significance
• http//www.nationalgeographic.com/salem/

99
Day 28

• Good Night and Good Luck
• McCarthyism
• McCrucdiblism
• McCarthyism
• Group Reading/Assignment
• Individual Assignment
• Draft of essay due!!!!!!

100
Final Product

• Write recipe on provided index card on the lined
  side.
• On the blank side, create or find a picture of
  the dish. Be creative as possible.

101
Day 29

• Type your Crucible Essay
• Extra Credit Assignment

102
Rubric
MLA Format 10 points
Quotes from play 20 points
Parenthetical citations (Miller 10). 10 points
Content 30 points
Length 10 points
Grammar 20 points
Works Cited 10 points
103
Elizabeth Proctor Pie
Jealousy
Truth
Suspicion
Betrayal
REgret
104
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.
  Im asking you to record what comprises that
  person.
• Preparation Tips
• Prewriting
• 1. Select a character from The Crucible, which
  you are currently devouring.
• 2. List character traits and descriptions as they
  appear in the play.
• 3. Determine and list events or forces that you
  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 you have selected. Baste
  them 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 dont know
  what one is, find out!).

105
Heres an example

• Recipe for Elizabeth Proctor Pie
• Ingredients
• 4 tablespoons Jealousy
• 2 cups Suspicion
• 3 teaspoons Betrayal
• 1/2 cup Regret
• 4 pints Truth (use Salem brand)
• 5 drops Realization
• Directions
• Gather all ingredients. Start with Jealousy and
  mix Suspicion deep into the middle of it. Beat
  until mixed. Heat the 3 teaspoons of Betrayal
  until it comes to a boil Pour into mixture. Let
  sit for 2 months until fermented.
• In a separate bowl add 1/2 cup of regret Then
  the Truth is stirred throughout. (mix until all
  clumps are smooth). Roll out and form into a
  crust.
• Pour the mixture into the crust.
• Bake for 3 months. Make sure to set the oven at
  1000 degrees for intense heat.
• Pull from oven.
• Finally, sprinkle the Realization on top. Cool
  until ready to serve.
• Preparation Time 5 months
• Serves 1 town which is completely deluded.

106
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107
Think about the following, an then answer in a
well thought out paragraph.

• What does it mean to be independent OF something?
• What is the most important component of
  persuasion?
• What do you know about Thomas Jefferson?
• Why was the Declaration of Independence written?
• Why is the Declaration of Independence important
  to us now?
• Write a good paragraph discussing your thoughts.

108
Rhetoric

• is the use of language to communicate
  effectively.  Politicians, advertisements, and
  persuasive essays all use rhetoric to help get
  their point across.  Rhetoric involves three
  audience appeals logos, pathos, and ethos.  From
  ancient Greece to the late 19th century, it was a
  central part of Western education, filling the
  need to train public speakers and writers to move
  audiences to action with arguments.  However,
  rhetoric is definitely a part of our daily
  culture.
• The founding fathers are known for their
  persuasive speeches and political documents that
  call for action.  The rhetoric they used helped
  to persuade congress to go to war with Britain
  and to persuade the colonists to keep fighting
  and to not give up. These men were effective
  speakers and writers!

109
Reading persuasionWhen you begin to examine the
rhetoric of a piece of writing, you will look for

• Define these using 96-98 and your literary
  handbook

• tone
• diction
• Ethos/ ethical appeal
• Pathos/emotional appeal
• Logos/logical appeal
• repetition
• parallelism
• alliteration
• assonance

• rhetorical questions
• figurative langage
• analogies
• allusions
• anaphora
• anecdotes

110
Logos, Pathos, Ethos

• Logos is the use of evidence such as facts,
  statistics and examples to support
• your point. For example, if you are trying to
  convince someone that California
• needs to put more money towards education and
  less into the construction of
• prisons, you would tell them that California is
  first in the nation in prison
• spending and 41st in education spending. Of
  course, this is why approximately
• 80 of all public schools are in need of repair,
  let alone more credentialed
• teacher and current textbooks.
• Pathos is the emotional power of language that
  appeals to the readers needs,
• values and attitudes. A writer often relies on
  pathos to motivate their reader to
• take some type of emotion. Consider the following
  pitches for a mans cologne
• Words such as bold, power, and in charge, appeal
  to those qualities many men
• want to cultivate, so they will be motivated to
  buy this product. Like an
• advertisement, you must use emotional words and
  phrases to strengthen your
• message. If you believe in legalization of
  marijuana, you might use words such
• as liberty, herb, and responsibility. If you
  favor the criminilization of
• marijuana, you would use words such as menace,
  narcotic and irresponsible.
• Ethos is credibility or reliability. You cannot
  expect people to accept your
• viewpoint unless they believe that you know what
  you are talking about! Fr
• example, Four out of five dentists recommend
  using BRITE toothpaste. After

111
Ethos, Pathos, or Logos?
112
Ethos, Pathos, or Logos?
113

114
Ethos, Pathos, or Logos?
115

116
Ethos, Pathos, or Logos?
117
Ethos, Pathos, or Logos?
118
Ethos, Pathos, or Logos?
119
Ethos, Pathos, or Logos?
120
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121
Ethos, Pathos, or Logos?
122
Ethos, Pathos, Logos?
123
Ethos, Pathos, or Logos?
124
Reading Persuasion

• It is also important to analyze the diction and
  tone of the piece.
• Ask yourself these questions Why is it important
  that the writer used repetition? How does
  parallelism help to get his point across? Why is
  it significant that the writer used alliteration
  and assonance in this sentence? How are
  rhetorical questions persuasive? How does the
  word choice help to get the point across? What
  is the tone of the piece?
• Once you begin to analyze a piece of writing, you
  will better understand the speech or document.
  You will also understand why the piece was so
  effective and persuasive. Keep in mind that
  rhetoric is not limited to these examples. It is
  appropriate to examine figurative language ,
  analogies , allusions , anaphora , anecdotes ,
  etc as well.

125
Rationalism

• Between the mid 1760s and 1770s, King George III
  and Parliament imposed a number of regulations
  and threatened the liberties of the colonists.
  This begun what is known as The Age of Reason or
  Enlightenment.
• Rationalism is the belief that human beings can
  arrive at truth by using reason, rather than
  relying on authority of the past, on religious
  faith, or intuition. Unlike the Puritans,
  rationalists believed in the power of reason and
  science to further human progress.
• Deism is a branch of rationalism and states that
  God made it possible for people at all times to
  discover natural laws through their God-given
  power of reason. Deism was shared by many 18th
  century thinkers and founding fathers, such as
  Benjamin Franklin. They believed that people are
  by nature good, not evil. Deists believed in a
  perfect society and thought this was an
  achievable goal.

126
Group Work

• Read the example, try to determine the rhetorical
  devices used.
• In The Crisis No. 1, Thomas Paine says, "
  ...God Almighty will not give up a people to
  military destruction, or leave them unsupportedly
  to perish, who have so earnestly and so
  repeatedly sought to avoid the calamities of
  war... "
• Once again, in The Crisis No. 1, Paine states,
  "My own line of reasoning is to myself as
  straight and clear as a ray of light."
• In his speech to the Virginia convention, Patrick
  Henry makes this statement "We are apt to shut
  our eyes against a painful truth, and listen to
  the song of that siren till she transforms us
  into beasts."

127
Answers

• 1. This is an example of ethos. He is
  referencing God because he knows his audience are
  God-fearing men who will fight if God is on their
  side.
• Paine uses a simile to compare his reasons for
  fighting the war to a ray of light. Like a ray
  of light, his reasons are clear and to the point.
• Henry makes an allusion to the sirens in The
  Odyssey. It is a poem by Homer that his audience
  would be familiar with. Like the beautiful
  sirens in the poem who lure the sailors off
  track, he is saying the British are trying to
  keep the colonists from fighting for independence
  with their promises.

128
Day 31

• Review Terms and Ethos, Logos, Pathos
• Quiz-terms/Ethos, Logos, Pathos
• Patrick Henry-Speech in the Va. Convention/AKA
  Give me liberty or give me death.
• Activity on speech

129
HenryPage 101

• Patrick Henrys Speech in the Virginia
  Convention played a key role in turning colonial
  ideas against negotiation with England and toward
  armed rebellion.
• As we read and listen, he begins with respectful
  rebuttal of previous speeches, but towards the
  end, his tone intensifies thus heightening the
  climax of the speech.
• He establishes that the British are preparing for
  war, asserts the war has already begun. Thus, he
  dismisses any thoughts for peaceful compliance.

130
Patrick Henry

• Patrick Henry uses examples of parallel structure
  to get his point across.
• He also uses loaded or charged words to add to
  his point
• Finally, he uses his words to persuade the
  statesmen and readers to fight for what they
  believe in, and do not give in to the British

131
Speech in The VA Convention

• 1. Choose two examples of the following from the
  speech of ethos, pathos, and logos. Were you more
  convinced by Henrys appeals to logic or by his
  appeals to emotion? What conclusions can you draw
  about the art of persuasion?
• 3. In paragraph four, what metaphors does Henry
  use to describe the coming war?
• 4. Henry makes use of the rhetorical questiona
  question that is asked for effect. Rhetorical
  questions, which are often used in persuasion,
  presume the audience agrees with the speaker on
  the answers, and so no answer is expected or
  required. Find a series of rhetorical questions
  in the fifth paragraph of this speech. Why do you
  think Henry uses this device, rather than
  straightforward statements of fact, to make his
  points? How does this technique make his speech
  more persuasive?

132
Speech in The Va Convention

• 5. Because Henrys audience knew the Bible, as
  well as classical myt