HRW p. 217-221 - Riverdale High School

Focus and Motivate
The Crucible and McCarthyism
Reading for
Information
• Online Article, page 217
• Newspaper Article, page 218
• Memoir, page 220
Essential Course
of Study
ecos
4HEMESß!CROSSß4IME
RI 1 Cite textual evidence to support analysis of
what the text says explicitly. RI 6 Determine an
author’s point of view or purpose in a text in which
the rhetoric is particularly effective, analyzing
how style and content contribute to the power,
persuasiveness, or beauty of the text. RI 7 Integrate
and evaluate multiple sources of information
presented in different media or formats as well as
in words. W 2 Write informative/explanatory texts
to examine and convey complex ideas, concepts,
and information clearly and accurately through the
effective selection, organization, and analysis of
content. W 2b Develop the topic thoroughly by
selecting the most significant and relevant facts,
concrete details, or quotations.
summary
“The Crucible and McCarthyism” consists of
three brief selections about Senator Joseph
McCarthy’s crusade against communists
during the 1940s and 1950s; an online article
that presents an overview of McCarthyism;
a newspaper article in which Victor Navasky
details Arthur Miller’s comparison of McCarthyism and the Salem witch trials; and
an excerpt from Miller’s memoir, in which he
explains how he became interested in Salem’s
witch hunt.
Use Main Idea and Details notes to help students distinguish the three selections. Have
them write the main idea of each selection in
the first column of each chart. In the second
column, have them write supporting details as
they read, as well as any connections they see
between details in the selection and details
in The Crucible.
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UNIT EARLYAMERICANWRITING
Use with The Crucible,
page 136.
While Arthur Miller was writing The Crucible, Senator Joseph McCarthy
was conducting a campaign to root out communists in American public
life. In his memoir, Timebends, Miller sees a connection between the
Salem witch trials and McCarthy’s campaign. The following selections
will help you understand that connection by providing you with
information about McCarthyism and its bearing on The Crucible. They
will also provide you with the opportunity to evaluate the objectivity of
writers who have a personal stake in the subject they address. As you
read, look for connections between the main idea expressed by these
writers and the themes you studied as you read The Crucible.
Standards Focus: Understand Historical Context
RI 1 Cite textual evidence to
support analysis of what the text
says explicitly. RI 6 Determine an
author’s point of view or purpose
in a text in which the rhetoric is
particularly effective, analyzing
how style and content contribute
to the power, persuasiveness, or
beauty of the text. RI 7 Integrate
and evaluate multiple sources of
information presented in different
media or formats as well as in
words.
To varying degrees, every literary work reflects its historical context—the
social and political conditions that shaped the culture of its time. The
Crucible, produced in 1953, grew out of the controversy surrounding
Senator McCarthy and his anti-communism campaign. Political speeches
on both sides of the issue often contained logical fallacies—rhetorical
flaws that were intended to inflame public emotions. The most common
of these are still prominent in this country’s political debates.
• The either/or fallacy insists that only two choices exist in a complex
situation, as when a politician says, “You’re either with us or against us.”
• Name-calling occurs when politicians point the finger of blame, accusing
their opponents of moral failings or lack of patriotism.
• When politicians lump all the members of an opposing group into a single
negative stereotype, they have used overgeneralization.
• Finally, when a politician suggests that an opponent or an opponent’s
policies are to blame for what’s wrong with the country, false cause is
usually at work.
To better grasp the historical context of The Crucible, take notes on
what you learn as you read the selections and evaluate the objectivity
of each source. An objective source provides balanced information on
a subject. The first selection is about McCarthyism. As you read it, try
to determine whether the article takes a position on the subject. Each
of the other selections was written by someone with a personal stake
in the issue at hand. As you read, look for evidence of subjectivity—a
personal stake in the subject that affects the writer’s stance.
216
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BEST PRACTICES TOOLKIT—Transparency
Main Idea and Details p. B6
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Selection Resources
Teach
Standards Focus: Understand
Historical Context
Emphasize that the historical context of a
literary work provides clues to the characters,
plot, and themes of the work.
See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 1
Lesson Support,* pp. 245–258
DIAGNOSTIC AND SELECTION TESTS
Selection Tests, pp. 77–80
INTERACTIVE READER
RESOURCE MANAGER—Copy Master
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ADAPTED INTERACTIVE READER
Understand Historical Context p. 253
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
PowerNotes DVD-ROM
Audio Anthology CD
ExamView Test Generator on the
Teacher One Stop
ELL ADAPTED INTERACTIVE READER
216
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* Resources for Differentiation
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Reading for Information
Practice and Apply
Reading Support
This selection on thinkcentral.com includes
embedded ThinkAloud models–students
“thinking aloud” about the story to model the
kinds of questions a good reader would ask
about a selection.
MCCARTHYISM
10
20
30
Throughout the 1940s and 1950s America
was overwhelmed with concerns about
the threat of communism growing in
Eastern Europe and China. Capitalizing on
those concerns, a young Senator named
Joseph McCarthy made a public accusation
that more than two hundred “cardcarrying” communists had infiltrated the
United States government. Though
eventually his accusations were proven to
Army counsel Joseph N. Welch, left,
be untrue, and he was censured by the
and Senator Joseph McCarthy
Senate for unbecoming conduct, his
zealous campaigning ushered in one of the most repressive times in
20th-century American politics. a
While the House Un-American Activities Committee (HUAC) had
been formed in 1938 as an anti-Communist organ, McCarthy’s
accusations heightened the political tensions of the times. Known
as McCarthyism, the paranoid hunt for infiltrators was notoriously
difficult on writers and entertainers, many of whom were labeled
communist sympathizers and were unable to continue working.
Some had their passports taken away, while others were jailed for
refusing to give the names of other communists. The trials, which
were well publicized, could often destroy a career with a single
unsubstantiated accusation. Among those well-known artists
accused of communist sympathies or called before the committee
were Paul Robeson, Arthur Miller, Aaron Copland, Leonard Bernstein,
Charlie Chaplin and Elia Kazan. In all, three hundred and twenty
artists were blacklisted, and for many of them this meant the end of
exceptional and promising careers. b
During this time there were few in the press willing to stand up
against McCarthy and the anti-Communist machine. Among those
few were comedian Mort Sahl, and journalist Edward R. Murrow,
whose strong criticisms of McCarthy are often cited as playing an
important role in his eventual removal from power. By 1954, the
fervor had died down and many actors and writers were able to
return to work. Though relatively short, these proceedings remain
one of the most shameful moments in modern U.S. history.
I N F O R M AT I O N A L A N A LY S I S
RI 1
RI 6
Possible answer: Americans were pre- RI 7
a
occupied with the idea that communism
could threaten the United States, for it
had gained a foothold in Eastern Europe
and China.
a HISTORICAL
CONTEXT
What preoccupied
Americans during the
1940s and 1950s? Record
your answer in your
notes.
217
Reread lines 15–29 and
use the information
presented to define
McCarthyism. Does
this paragraph explain
McCarthyism objectively
or does it take a position
on the senator and his
campaign? Support your
answer with evidence
from the selection.
217
for struggling readers
• ThinkAloud models to enhance
comprehension
RI 1
RI 6
RI 7
Model the Skill:
Possible answer: The term McCarthyism refers to the “paranoid hunt for [communist]
infiltrators” (line 18). Connections to The
Crucible include the facts that an “unsubstantiated accusation” (line 24) could destroy a person’s reputation and that many
of the accused were “jailed for refusing to
give the names” of possible participants
(lines 21–22).
CONTEXT
12/22/10
Features on thinkcentral.com that
support the selection include
• PowerNotes presentation
b
b HISTORICAL
differentiated instruction
Find it Online!
I N F O R M AT I O N A L A N A LY S I S
historical context
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historical context
Options for Reading Read aloud the first
sentence, whose many details make comprehension difficult. Model how students might
break the sentence into shorter segments:
• “Throughout the 1940s and 1950s” = The
selection is about something that
happened during this time.
4:45:51 PM
• “about the threat of communism” = People
felt that communism was dangerous.
• “growing in Eastern Europe and China” =
Communism was affecting people in other
parts of the world.
As students continue to read, encourage
them to break apart difficult sentences in the
same way to understand their meaning.
• “America was overwhelmed with concerns”
= Americans were worried.
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217
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Reprinted from
S U N D AY, S E P T E M B E R 8 , 19 9 6
tiered discussion prompts
B16
Use these prompts to help students explore
Navasky’s perspective as revealed in lines
1–118:
Recall According to the online article
on page 217, how did Americans in the
early 1950s feel about communism, and
why? Possible answer: Many Americans saw
communism as a threat because it was growing in other parts of the world.
c
Analyze What do “the so-called Red Menace” (line 4), “reckless charges” (lines 5–6),
“‘comsymps’” (line 6), and “center ring” (line
14) suggest about Navasky’s view of
McCarthyism? Explain. Possible answer:
The first term suggests that Navasky views
McCarthyism as misguided; the second, as
poorly handled; the third, as smug; and the
fourth (a reference to a circus), as foolish.
HISTORICAL
CONTEXT
As you read this article,
keep in mind that
Victor Navasky is the
author of Naming
Names, a history of
McCarthyism that
depicts the subject in a
dramatically negative
light. His goal in this
article is not simply to
inform readers but to
support his position
on McCarthyism
and The Crucible. As
evidence Navasky
cites logical fallacies
in McCarthy’s political
language (lines
5–6). Which logical
fallacy does a speaker
commit by calling his
opponents spies and
“comsymps”?
Synthesize If Navasky could have written
during the McCarthy hearings, what do
you think he would have urged people to
do? Possible answer: He would have urged
people to require that those in charge of the
investigation have a clear focus and conduct
their work in an orderly, fair fashion.
Arthur Miller prepares to testify before the House Un-American Activities Commitee, 1956.
The Demons of Salem, With Us Still
by Victor Navasky
10
I N F O R M AT I O N A L A N A LY S I S
c
historical context
RI 1
RI 6
RI 7
20
Possible answer: The logical fallacy is
name-calling. Refer students to page 216
and have them review the information
if they have difficulty answering the
question.
30
40
summoned to appear, the committee
chairman, Representative Francis
Walters, let Mr. Miller know that
things might go easier for him if he
persuaded his fiancee, Marilyn Monroe,
to pose for a photograph with the
chairman. Mr. Miller let that option
lapse and was shortly indicted for
contempt of Congress when he refused
to answer the committee’s questions
about Communists he had known.
On the left, the hunt for subversives
was routinely labeled a witch hunt,
after the infamous Salem witch trials
of the late 17th century. And so when
The Crucible, set in Salem in 1692 but
written in the overheated atmosphere
of the domestic cold war, appeared,
two questions were quickly asked:
Was Mr. Miller’s depiction of the
inhabitants and events of 1692 Salem
faithful to the original? And was the
original an appropriate metaphor for
McCarthyism?
1. “comsymps”: Communist sympathizers.
218
differentiated instruction
When Arthur Miller’s drama The
Crucible first opened on Broadway in
1953, the country was in a panic about
the so-called Red Menace. Senator
Joseph McCarthy, with his reckless
charges of spies and “comsymps,”1
occupied the front pages, while behind
the scenes J. Edgar Hoover, the
director of the F.B.I., presided over and
manipulated a vast internal security
bureaucracy, issuing periodic bulletins
intended to fan the flames of the
domestic cold war. c
In the center ring were the
congressional inquisitor-investigators,
asking “Are you now or have you ever
been a member of the Communist
Party?”
At the time, Mr. Miller and
Tennessee Williams were regarded as
the world’s two foremost playwrights.
But that lofty status was an invitation
rather than an obstacle to the redhunters who wanted to talk to Mr.
Miller. In fact, when he was finally
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for english language learners
• reckless (line 5), “careless and unthinking”
for advanced readers/ap
Related Vocabulary Navasky uses a variety of
terms to discuss the nation’s interest in and
fear of communists. Offer “Red Menace” (line
4) as an example, explaining that communism
is associated with the color red and that a
menace is something threatening. Then
teach these related terms:
• inquisitor-investigators (line 15), “questioners
who are excessively harsh”
Research and Analyze Allusions [small-group
option] Have students find out more about
these people mentioned on this page:
218
• red-hunters (lines 23–24), “people conducting
searches for alleged communists”
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• J. Edgar Hoover
• indicted (line 33), “formally accused of a
crime”
• Tennessee Williams
• subversives (line 37), “people who want to
overturn a government”
Call on volunteers to share a few fact-filled
sentences about each person and discuss the
allusions.
• Marilyn Monroe
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Reading for Information
50
60
70
80
90
On the historical front it was
generally conceded when the play was
written that Mr. Miller’s research was
accurate. His principal changes involved
fusing some characters and raising the
age of John Proctor’s accuser, Abigail
Williams, from 11 to 17 (to
accommodate Mr. Miller’s story of how
a liaison between Abigail and John was
intertwined with the accusations of
witchcraft against Proctor’s wife).
But even before the play was written,
Mr. Miller was denounced for his
metaphor. He had stopped off at the
home of his friend and colleague Elia
Kazan, who had directed Mr. Miller’s
two previous prize-winning hits, “All My
Sons” and “Death of a Salesman,” and
who had been subpoenaed to appear
before the House Committee on
Un-American Activities (where he
ultimately named names).
They went for a walk in the
Connecticut woods and discussed Mr.
Kazan’s dilemma. On the one hand to
be an informer was unpalatable, but
on the other, as Mr. Kazan put it at
the time, “Secrecy serves the
Communists.” d
In his memoir Timebends, Mr. Miller
wrote that he was half inside his car
when Molly, Kazan’s wife, “came out
and asked if I was staying at my house,
half an hour away, and I said that I was
on my way to Salem. She instantly
understood what my destination meant,
and her eyes widened in sudden
apprehension and possible anger. ‘You’re
not going to equate witches with this!’
Later, Mr. Kazan reported his wife’s
views in his own memoir, A Life.
“What’s going on here and now is
not to be compared with the witch trials
of that time,” she said. “Those witches
did not exist. Communists do. Here and
everywhere in the world. It’s a false
parallel. Witch hunt! The phrase would
indicate that there are no Communists
100
110
120
130
140
in government, none in the arts, none
sending money from Hollywood to
12th Street.” e
For me, the parallel worked. The
term “Communist” had been so
demonized that like the word “witch” it
signified something that didn’t really
exist in its popular meaning. Certainly
the entertainment community
Communists like Mr. Kazan (and for a
brief period, Mr. Miller himself,
although he never fully joined the party)
were not conscious agents of an
international monolithic conspiracy to
overthrow the Government by force and
violence; they were, for the most part,
do-gooders, who thought—misguidedly,
most of them later concluded—that the
Communist Party was the best agency
to do something about the depression
and racism at home and fascism abroad.
As it turned out, despite mixed
notices for The Crucible, over the years
it was to become Arthur Miller’s most
performed play, with productions in
China, Poland, Britain, high schools and
repertory theaters throughout the world.
Now The Crucible is a $25 million
motion picture, under the aegis of 20th
Century Fox.
Although the playwright in Mr.
Miller was originally drawn to think
about the political and moral pressures
of the domestic cold war years, when
I asked him about the applicability of
the play to the here and now he said:
“I have had immense confidence in
the applicability of the play to almost
any time, the reason being it’s dealing
with a paranoid situation. But that
situation doesn’t depend on any
particular political or sociological
development. I wrote it blind to the
world. The enemy is within, and within
stays within, and we can’t get out of
within. It’s always on the edge of our
minds that behind what we see is a
nefarious plot.” f
d HISTORICAL
CONTEXT
e
219
Vocabulary: Cognates Point out that many
Spanish cognates follow spelling patterns.
For example, the Spanish word pánico ends
in -co and is spelled almost exactly like the
English word panic (line 3). Many English
words that end in -tion, such as invitation,
have Spanish cognates that end in -ción
(invitación). Help students understand these
English words with Spanish cognates:
historical context
I N F O R M AT I O N A L A N A LY S I S
e
f
historical context
219
RI 1
RI 6
RI 7
Possible answer: Molly Kazan might
have objected to Miller’s comparison
because she feared the HUAC (lines 91–100).
She might not have wanted her husband
(who had directed two of Miller’s earlier
plays) to become involved in a play that
could increase the HUAC’s interest in him.
HISTORICAL
CONTEXT
Reread lines 79–145.
Evaluate the objectivity
of author Victor Navasky
and of Molly Kazan and
Arthur Miller, witnesses
Navasky quotes in
these paragraphs. An
objective writer or
witness is an observer
who weighs all the
evidence without being
swayed by a personal
stake in the subject. By
contrast, a subjective
writer or witness has a
personal involvement
and is swayed by personal
beliefs on the subject.
If you determine that
Navasky or either of his
witnesses is not objective,
then carefully evaluate
the evidence he or she
presents. Weigh all the
evidence before drawing
conclusions of your own.
I N F O R M AT I O N A L A N A LY S I S
RI 1
RI 6
Students should consider the question RI 7
f
historical context
and the evidence carefully before drawing conclusions. You might ask students to
work in mixed-ability pairs to review pages
217-219 before drawing their conclusions.
219
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• domestic/doméstico (line 13), historical/
histórico (line 50), monolithic/monolítico
(line 111)
• option/opción (line 32), accusations/acusaciones (line 59), international/internacional
(line 111), productions/producciones (line 122),
situation/situación (line 137).
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RI 1
RI 6
RI 7
Possible answer: Yes, Kazan seems to
have taken McCarthy’s mission seriously;
his comment, “Secrecy serves the Communists,” indicates that he understood that
McCarthy’s goal was to discover information that generally had been kept secret to
that point.
Given her husband’s
role in the McCarthy
hearings, why do you
think Molly Kazan might
have objected to Miller’s
comparison between
HUAC and Salem?
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for english language learners
d
HISTORICAL
CONTEXT
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I N F O R M AT I O N A L A N A LY S I S
Reread lines 61–78. In
light of his comment,
would you say that Elia
Kazan took McCarthy’s
mission seriously?
Explain.
219
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timebends
by Arthur Miller
10
g HISTORICAL
CONTEXT
Reread lines 1–17. What
details indicate the
significance for Miller of
finding Starkey’s book?
I N F O R M AT I O N A L A N A LY S I S
g
historical context
RI 1
RI 6
RI 7
Possible answer: Miller alludes to the
significance of Starkey’s book when he says
that he received the book “As though it had
been ordained” (lines 12–13); in other words,
it was his destiny to read the book. Miller
also says that eventually he felt “a living
connection between [himself] and Salem”
(line 21), a statement that reveals the powerful hold that the story had on him.
I N F O R M AT I O N A L A N A LY S I S
h
historical context
RI 1
RI 6
RI 7
Tell students that to synthesize what
they have learned from these selections,
they should first examine their notes for
similarities and differences in the main
ideas of each article. Students can then
use this information to draw conclusions
about the common ideas running through
each selection.
Possible answer: An idea that runs through
all three selections is that occasionally
society will lose its bearings and develop
an irrational fear of an “enemy within” and
violate individuals’ rights in order to identify and expel its “enemies.”
220
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h
HISTORICAL
CONTEXT
20
As you have seen
by reading these
selections, politics,
journalism, and
literature can share
ideas from a particular
historical context.
One article provides
information on the
McCarthy hearings;
another addresses
both the hearings
and the writing of
The Crucible. The third
provides personal
testimony from
Miller himself. To
synthesize what you
have read, identify a
theme or idea that
runs through all three
selections.
220
30
I had known about the Salem witchcraft
phenomenon since my American history
class at Michigan, but it had remained
in mind as one of those inexplicable
mystifications of the long-dead past
when people commonly believed that the
spirit could leave the body, palpably and
visibly. My mother might believe it still,
if only in one corner of her mind, and I
suspected that there were a lot of other
people who, like me, were secretly open
to suggestion. As though it had been
ordained, a copy of Marion Starkey’s
book The Devil in Massachusetts fell into
Miller at his typewriter in 1959
my hands, and the bizarre story came
back as I had recalled it, but this time
in remarkably well-organized detail. g
At first I rejected the idea of a play on the subject. My own rationality was too
strong, I thought, to really allow me to capture this wildly irrational outbreak. A
drama cannot merely describe an emotion, it has to become that emotion. But
gradually, over weeks, a living connection between myself and Salem, and between
Salem and Washington, was made in my mind—for whatever else they might be, I
saw that the hearings in Washington were profoundly and even avowedly ritualistic.
After all, in almost every case the Committee knew in advance what they wanted the
witness to give them; the names of his comrades in the Party. The FBI had long since
infiltrated the Party, and informers had long ago identified the participants in various
meetings. The main point of the hearings, precisely as in seventeenth-century Salem,
was that the accused make public confession, damn his confederates as well as his
Devil master, and guarantee his sterling new allegiance by breaking disgusting old
vows—whereupon he was let loose to rejoin the society of extremely decent people.
In other words, the same spiritual nugget lay folded within both procedures—an act
of contrition done not in solemn privacy but out in the public air. The Salem
prosecution was actually on more solid legal ground since the defendant, if guilty of
familiarity with the Unclean One, had broken a law against the practice of witchcraft,
a civil as well as a religious offense; whereas the offender against HUAC (House UnAmerican Activities Committee) could not be accused of any such violation but only
of a spiritual crime, subservience to a political enemy’s desires and ideology. He was
summoned before the Committee to be called a bad name, but one that could destroy
his career. h
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differentiated instruction
for english language learners
for advanced learners/ap
Language: Verb Tenses Explain that Miller
uses two past tenses: The past perfect tense
(had known [line 1]) shows what already had
happened before another event, also in the
past, occurred; the simple past (rejected [line
18]) shows what happened at a particular
time. Help students identify other uses
of these tenses in these paragraphs (lines
12–17, for example); then elicit that this shift
in tense indicates two different but related
periods of time in Miller’s past.
Analyze Author’s Perspective Have students
write and share an analysis of lines 18–23,
including responses to these questions:
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• What does Miller mean when he says, “My
own rationality was too strong . . . to really
allow me to capture this wildly irrational
outbreak” (lines 18–19)?
• How does Miller finally gain insight into the
thinking that informed events long ago in
Salem?
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Reading for Information
After Reading
Practice and Apply
Comprehension
1. Recall What was Senator McCarthy’s mission?
2. Recall What kinds of professionals were targeted by McCarthy’s accusations?
3. Recall What was the catalyst for Miller’s interest in the Salem witch trials?
Text Analysis
4. Evaluate Statements Considering the historical context of The Crucible and
Arthur Miller’s own comments in Timebends, do you think Miller was really
“blind to the world” when he wrote The Crucible? Support your opinion.
5. Evaluate the Role of Historical Context Is knowing The Crucible’s historical
context necessary to understand the playwright’s message? Explain.
Read for Information: Synthesize
RI 1 Cite textual evidence to
support analysis of what the text
says explicitly. RI 6 Determine an
author’s point of view or purpose
in a text in which the rhetoric is
particularly effective, analyzing
how style and content contribute
to the power, persuasiveness, or
beauty of the text. RI 7 Integrate
and evaluate multiple sources
of information presented in
different media or formats as
well as in words. W 2 Write
informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and accurately
through the effective selection,
organization, and analysis of
content. W 2b Develop the topic
thoroughly by selecting the most
significant and relevant facts,
concrete details, or quotations.
For preliminary support of post-reading questions, use these copy masters:
RESOURCE MANAGER—Copy Masters
Reading Check p. 257
Question Support p. 258
Synthesize pp. 253, 255
Additional selection questions are
provided for teachers on page 248.
answers
1. to identify Communists in the United States
and destroy their careers
writing prompt
2. writers and entertainers
Think about the social and political conditions of the time during which Arthur Miller
was writing The Crucible. In what ways has looking through this historical lens colored
your understanding of the play? In developing your new analysis, support your thesis
with information from the articles you have just read and details from the play.
The
Crucible
+
Historical
Context
3. Marion Starkey’s The Devil in Massachusetts, a book that prompted Miller to think
again about the Salem witch trials
Possible answers:
4. Miller was not really “blind to the world”
when he wrote The Crucible; in fact, he says
that thinking about the McCarthy hearings
helped him connect to and write about the
Salem trials (lines 20–23 and following).
=
To answer this prompt, follow these steps:
1. In a sentence or two, summarize how reading these selections, evaluating
their objectivity, and weighing the evidence they present has affected your
understanding of the play and its historical context. Consider using this
summary as your thesis statement.
5. Knowing the historical context adds an
extra dimension to the play’s theme, but
it is not necessary for understanding the
play’s message, which is a warning against
hysteria and intolerance.
2. In your notes, identify elements of the play that you now view differently.
How has your sense of these elements changed? For example, are there
things you now see more clearly? Does the play interest you more? Note the
historical evidence that caused you to think differently.
Read for Information:
Synthesize
3. Using your thesis statement and notes, write an essay in which you explain
how the historical context of The Crucible affects your appreciation and
understanding of the play.
Writing Prompt Students should present a thesis statement that explains how McCarthyism
has influenced their ideas about The Crucible.
4. Cite evidence from The Crucible and the selections in this Reading for
Information feature.
reading for information
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for struggling readers
Read for Information
• Direct students to write a brief summary of
each of the three selections. Urge students
to use these summaries as a guide for
determining which historical facts made the
greatest impact on their understanding of
the play.
• Ask students to choose three elements of
the play that have been affected by their
RI 1, RI 6, RI 7, W 2, W 2b
knowledge of historical context. For each
element, students should note a precise
historical link that changed their thinking.
for advanced learners/ap
Propose a New Play After students think
about the message and historical context of
The Crucible, have them write a proposal for a
play that they might write, dealing with similar themes but reflecting their own political
and social views.
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Assess and Reteach
Assess
DIAGNOSTIC AND SELECTION TESTS
Selection Test A pp. 77–78
Selection Test B/C pp. 79–80
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
Reteaching Worksheets on thinkcentral.com
Reading Lesson 14: Synthesizing Information
reading for information
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