Date of lesson: October 29, 2003
Time frame of lesson: 40 minutes
16 students/16-17 years old/grade 11
Pre-Assessment
Students have been studying Puritan-era American literature. They have recently completed reading The Scarlet Letter. They are a regents-level class, consisting of students in the slightly below to slightly above average ability range. Students have worked cooperatively in groups.
Objectives
At the end of this lesson, students will be able to:
- Understand something about the Salem witch trials;
- Analyze concepts and answer questions related to those concepts;
- Successfully work collaboratively with peers.
Materials
- Overhead projector
- Background notes on Arthur Miller and The Crucible on transparency
- TV/VCR
- Disney’s Beauty and the Beast video
- Slips of paper with discussion questions
- Character list and study question handouts
Procedure
A. When the students enter the room, I will have Beauty and the Beast cued up to The Mob Song—the villain whips the townspeople into a frenzy, they form a mob and go after the Beast.
B. We will then have a brief discussion about the concept of a “witch hunt.”This discussion will lead into my introduction of the play (3-5 min).
C. The students will be given some brief background notes on Arthur Miller, and the historical basis for the play (the Salem witch trials). (5 min)
D. Students will then be divided into four groups and given questions. They will have approximately 10 minutes to discuss their answers.
- You have just been accused of being a witch. Write a statement describing your feelings
- As one of the judges at the witch trials, support your actions of declaring the defendants guilty.
- In your opinion, why were women accused of being witches much more often than men?
- Could the same kind of hysteria happen again today? Give any examples you can think of.
E. One member of each group will share the group’s answer with the rest of the class, and we will briefly discuss the answers. (This conversation will lead to a brief discussion of the historical context for the play, the McCarthy hearings). (5 min)
F. I will pass out the character sheets, and ask for volunteer readers for each part. (5 min)
G. Students will be given their study guide questions for the play. They will then be asked to begin reading Miller’s introduction at the beginning of the play for homework. (any time remaining in the class will be spent on reading this.) They will also be instructed to complete the first question on the study guide.
Evaluation
We will have a brief review of the introduction and study question at the beginning of the next class. I will be able to evaluate what they have learned through their answers.
Follow-up
We will begin reading the play.