1. THE CRUCIBLE GREAT DEBATE Your final project for this unit.

2. INSTRUCTIONS  You will work on your own or with a partner to formulate a debate about a specific topic relating to Arthur Miller’s The Crucible.  You and your partner will choose either the affirmative or negative side of one of the debate topics listed in this powerpoint.  Affirmative is the side that is for (agrees with) the topic.  Negative is the side that is against (disagrees with) the topic.  Together, you will come up with an opening statement, rebuttal, and closing statement.  One student will present the opening statement, and the other will present the closing. You will work together for the rebuttal.  On the designated day in class, you and your partner will debate with the opposite side of your topic. Each side will present their opening statements, then the rebuttals, and finally the closings.  Sign up sheets will be posted in my room Monday morning. First come, first serve.  The class will then vote on which side won the debate.

3. THE SPECIFICS  You must research your topic ahead of time (you will be given two days in class to do this), and prepare your speeches in advance.  When it is your turn to present, you will read the argument (opening/closing statement) that you prepared to the class. After your debate is finished, this will be turned in as a part of your grade.  You must also make note of the opposition’s stance on the topic in order to formulate your rebuttal.  Your rebuttal can be partially/mostly written ahead of time, but you will be given one minute after you have heard the opposing team’s opening argument to tweak your rebuttal.  All sections of your debate (opening, rebuttal, and closing) must both be a minimum of two minutes in length.  You will be timed!

4. THE GRADE  This project will be worth a total of 100 points.  It is a major assessment grade!  Each section (opening/rebuttal/closing) is worth 30 points.  This makes 90 total.  20 points will go to the quality and content of each section.  10 points will go to the time requirement for each section.  10 = 2+ minutes, 7 = 1-2minutes, 3 = under 1 minute  You will receive 10 points for turning in your prepared, written arguments.  If you are working with a partner, you must EACH turn in the written portion that you are responsible for. If one partner turns in their section, but the other does not, the one who does will get 10 points, and the one who doesn’t will get 0.  NOTE: DO NOT BE ABSENT ON THE DAY YOU ARE ASSIGNED TO DEBATE. You chose your slot; you are expected to be here. If your partner is absent the day you are signed up to go, you will go BY YOURSELF, and the absent student will complete an alternate assignment upon their return.

5. DEBATE TOPICS  Should we feel bad for John Proctor and his fate, or did he deserve what he got?  Consider major characters from other tragedies such as Oedipus Rex or Hamlet. Does John Proctor exhibit any of the same characteristics of these tragic characters?  Affirmative: Yes, we should feel bad for him. Negative: No, he deserved to die.  Is this play an effective representation of McCarthyism?  Research the elements of McCarthyism and relate them to specific aspects of the play. Think about how else Arthur Miller could have portrayed his views.  Affirmative: Yes, it clearly shows McCarthyism. Negative: No, it clearly does not.  Were the girls telling the truth in their own eyes? Did they really believe they were doing Salem a justice?  Objectively analyze both sides of this argument. Research the time period of the Salem Witch Trials to better understand the society and background knowledge the girls would have had.  Affirmative: Yes, the girls thought they were doing the right thing. Negative: No, they knew they were being really terrible.  After this scandal was over, should the judges be tried for murder?  Review the evidence presented to them from both sides. Did they make an informed decision? Is there other information they should have considered?  Affirmative: Yes, they should be tried for murder. Negative: No, they thought they were doing the right thing.  Was Abigail a victim of the society in which she lived, or was she just cold-hearted?  Would she have made all of these accusations if she hadn’t been in trouble for dancing and all of her other sins? Think about the issue from her perspective.  Affirmative: Yes, Abigail only resorted to these things because of her societal pressures. Negative: No, she’s just a terrible person.  Is saving face, keeping up with your good name, and remaining free of sin more important than lying to save your/a life?  Assess all of the different instances in this play when people had the choice of lying to save face or telling the truth. What did they choose? Did they make the right choice? Think about Hale’s point for Elizabeth/Proctor in Act 4.  Affirmative: Yes, your name/being free of sin is more important. Negative: No, living is the more important thing.  Should Proctor has confessed to witchcraft or no?  Think about the choices he had to make throughout the play, and the repercussions of his actions. Would it have been a good idea for him to confess, and how would it have affected the society in Salem?  Affirmative: Yes, Proctor should have confessed. Negative: No, he should not have confessed.