1. Introduction Task Process Evaluation Conclusion Fear controlled the Puritans of Salem in the year 1692 when accusations of witchcraft began to plague the town. Travel back in time and find if you would survive. Teacher Page

2. Dive into Salem, Massachusetts 1692, when the public lived in fear of witch accusations. Discover the history of the witch trials and what it felt like to be Bridget Bishop (pictured), whose life was the first to be stolen. Bridget Bishop Click Bridget Bishop to begin.

3. 1. Read about the history of the Salem Witch Trial of 1692. Process Click the pictures to continue. Continue 2.What was McCarthyism and what does it have to do with the Crucible? 3. Watch videos on McCarthyism and the Salem Witch Trials to get the feel of how it relates to the crucible.

4. After learning about the historic events of the Salem Witch Trials of 1692 and McCarthyism of the 40’s and 50’s, write a 3- 4 page essay comparing them to events depicted in The Crucible by Arthur Miller. and Pretend that you are living during the Salem Witch Trials or the Red Scare, write a play script with your group members. Make sure to make it as realistic as possible. Your group will be acting out the play in front of the class. Tasks

5. What’s the Importance? I look for John Proctor that took me from my sleep and put knowledge in my heart! I never knew what pretense Salem was, I never knew the lying lessons I was taught by all these Christian women and their covenanted men! And now you bid me tear the light out of my eyes? I will not, I cannot! You loved me, John Proctor, and whatever sin it is, you love me yet! Importance

6. Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name! What’s the Importance? Importance

7. 4. Take this quiz and test your knowledge of The Crucible. This will help you write your essay, so pay attention! Quiz 6. Learn the importance of quotes from the play. “Quotes” 7. Test what you have learned with Salem Witch Trial Jeopardy. 5. Get a feel for what it was like during the trials

8. Conclusion You have entered the world of Salem in 1692 and the Red Scare and left with a better understanding of the history behind The Crucible by Arthur Miller. Before you start your essay, take this knowledge and ask yourself What was it like to live in Salem 1692? Would you have survived? If you want more information, here are some other links that might interest you. mgallegos01@bellarmine.edu

9. Essay The essay will be graded as follows: Possible – 80 points 20 points – grammar, punctuation, and sentence structure. 20 points – Use of examples to support the main idea. 40 points – Displays the knowledge learned from reading the play and participating in the WebQuest. Skit The skit will be graded as follows: Possible – 60 points 30 points – Written Script with actions as well as dialogue displayed. 20 points – Historical accuracy 10 points – Creativity

10. Facts Museum McCarthyism

11. Salem Witch Trial video Click here McCarthyism video Watch these videos to further understand the history of the Salem Witch Trials and the time of the Red Scare.

12. Teachers Page Content This lesson relates to the unit because the class previously read The Crucible by Arthur Miller and the lesson will connect the play to the history behind the events portrayed in the play and the time period of when Miller wrote it. Understanding both will enhance the student’s grasp of the literature. The student’s prior knowledge is that they previously read the play in the earlier lessons. The students have the knowledge of the plot, characters, and mood of the literature. Some critical characteristics that may affect student learning are that some students have limited experience with using the internet to collect information, some have difficulty focusing for long periods of time on one subject, and some students may take over the group project causing the other group members to miss the full extent of the activity. Some attributes that may affect the student’s learning are that students may bring in outside knowledge to make connections to the information being presented, students may be determined to get through the activity, but continue to research the subject. The content of this lesson relates to the students life experiences. Hysteria from fear has sporadically developed throughout history and can cause discrimination from bullying. Bullies force people to submit to what they want and this can occur in the lives of students. It is common for a student to have to deal with people who will attempt to bully them into doing something they do not want to do, much like how Abigail treats the other girls in The Crucible. This activity shows how far bullying can grow. Learning Objectives Students will understand how The Crucible relates to history. Students will be able to discern between what is fact and fiction in pieces of literature with historical bases. Connections The lesson connects to the Kentucky Teacher Standard one because it allows students to explore the history of the lay through different perspectives from different periods of the past. Kentucky Teaching Standard 6 is also connected because the lesson requires the students to use the available technology in order to establish higher learning and allows the students to learn from diverse sources, which will accommodate diverse needs. The connected core content is the students are learning how the author draws on and transforms historical information for his own use. Lesson Plan

13. Core Content: analyze how the author draws upon and transforms fictional or historical source material (e.g., how Shakespeare draws on Plutarch or a story in Ovid) demonstrate control of a range of strategies to present complex information or explanations and employ them effectively to manage the complexity of the topic and accomplish the writer’s purpose Participate productively in a range of structured interactions—both interpersonally and in groups—exchanging information constructively and with confidence, adapting to different levels of formality. Sustain concentration on complex information presented orally, visually, or multi-modally and confirm understanding by challenging or defending key ideas and supporting evidence. Resources, Media and Technology The material and equipment needed to complete this lesson are paper, a writing utensil, computers, and Internet access. The technology resources used in this lesson include the PowerPoint software and the following Internet URLs: o http://www.smithsonianmag.com/history-archaeology/brief-salem.html o http://www.pbs.org/wnet/americanmasters/episodes/arthur-miller/mccarthyism/484/ o http://www.sparknotes.com o http://law2.umkc.edu/faculty/projects/ftrials/salem/scopesjeopardy%5B1%5D.htm o http://www.nationalgeographic.com/salem/ o http://salemwitchtrialsfacts.com/ o http://www.salemwitchmuseum.com/education/faq.shtml Name: Meaghan GallegosDate: November 1, 2011 Age/Grade level: 11th gradeNumber of students: 27 Number of Students with IEP / 504 plan: 1Number of gifted students: 3 Number of English Language Learners: 2Subject: English Major Content: Authors use of historical sources Lesson Length: 2 days Unit Title: The CrucibleLesson Number and Title: Lesson 3 History Overview

14. Procedure The activity that is going to help achieve the objectives is the WebQuest. The WebQuest allows the students to take their previous knowledge of the play, The Crucible, and use it to make connections with the literature and history. The strategy that will get the students involved is the freedom to explore the links in whatever order they want to. Also, the WebQuest takes them to different webpages on websites that contain knowledge on the subjects, so once the student goes to a webpage, they will be able to explore the entire site. In order to address the diversity in the classroom and individual needs, students may be given extra time to complete the assignments. There are some activities within the WebQuest that will help get the students involved in the lesson. There is a game and an interactive Salem Witch Trial, which will allow the student to become active in the lesson instead of an observer. The individual websites should take ten to fifteen minutes to complete at the most, but extra time will be allotted to the students with the need. For students with individual needs, for instance ESL students will be grouped with students that can help them understand the material better. Gifted students will be separated and grouped with students that they can help. Assessment Plan Objective / Assessment Organizer Objective Number Type of AssessmentDescription of AssessmentAdaptations and/or Accommodations Objective 1FormativeSkit: Student will write a skit in groups that will show the history in The Crucible by creating their own story using history, much like Arthur Miller does. Allow extra time for ESL students. Group students in a variety of ways. Objective 2FormativeEssay: The student will be required to write a 3-4 page essay that includes how The Crucible relates to the history of the content and the time period it was written. Allow extra time for ESL students and students with learning disorders