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The Crucible
What are we doing during this lesson? We are:
| 1. Applying our study of The Crucible by Arthur Miller to past and present human behavior to understand the nature of scapegoating, persecution, and prejudice. We have discussed the play and major themes. We will now apply the themes to places and times where and when people were victimized because of fear and insecurity |
| 2. Brainstorming in groups different times and places when and where a subgroup has been persecuted |
| 3. Researching our choice in order to prove it conforms to the themes of the play |
| 4. Using a Socratic Circle in order to present our findings with the class |
| 5. Writing an essay which supports our vision of the promise of America from different perspectives using concrete evidence from both the text of the play as well as our research |
GROUP # 1 McCarthyism
| Task Watch the video on the cd; check out this website: http://en.wikipedia.org/wiki/McCarthyism Member # 1. Summarize the webpage Member # 2. Choose a quote from the web page that you find interesting. Tell why. Member # 3: Search the internet and choose pictures (such as the picture below) that would best symbolize McCarthyism. Explain how the picture/s symbolize McCarthyism.  Member # 4. Write a short story or a poem which takes the point of view of someone accusing another of being a "dirty Commie" or somebody accused of being a "dirty Commie." Write it in 1st person as if you were telling of the experience. Member # 5: Explain how McCarthyism relates to The Crucible and how reading about it enhances your understanding of the nature of persecution, scapegoating and prejudice. Cite evidence from the text and the webpage to support your response. |
Group #2 Ku Klux Klan
| Task: Watch the video on the cd. Check out this website: http://www.adl.org/learn/ext_us/kkk/default.asp?LEARN_Cat=Extremism&LEARN_SubCat=Extremism_in_America&xpicked=4&item=kkk Member # 1. Summarize the news article from the web site. Member # 2. Choose a quote from the news article that resonates with you. Tell why in a convincing paragraph. Member # 3. Draw a picture or choose one from Google images that is representative of the prejudice celebrated by the clan. Member # 4. Write a short dramatic sketch which illustrates the use of fear by a terrorist organization. Present it to the class. Member # 5. Explain how the Klu Klux Klan represents scapegoating as represented in The Crucible. Cite evidence both from the text and the website to support your response. |
Group # 3 Japanese Interment Camps
| Task: Watch the video on the cd. Check out this website: http://library.thinkquest.org/TQ0312008/ Member # 1 & 2: Do a chronology of the content of this website. Member # 3. Reflect on an idea from any of the webpages that resonates with you. Tell why in a convincing paragraph. Member # 4. Write a fireside chat delivered by President Franklin Delano Roosevelt to the American people convincing them that Japanese Americans must be rounded up for the security of the West Coast. Member # 5. Explain how the Japanese Interment Camps relate to The Crucible and how reading about them enhances your understanding of the nature of prejudice such as treating the sons and daughters of America as the "yellow menace." Cite evidence from both the text and the website to support your response. |
GROUP # 4 Guantanamo Detention Camp
| Task: Watch the video on cd. Check out this website: http://news.bbc.co.uk/1/hi/world/americas/4720962.stm Member # 1. Summarize the webpage Member # 2. Choose a quote from the news article that resonates with you. Tell why in a convincing paragraph. Member # 3. Draw a picture or choose one from Google images that compares and contrast freedom and the loss of freedom. Member # 4. Write a diary entry of a prisoner who have been cleared by DNA evidence after being imprisoned for 17 years. Write it in 1st person as if you were telling of the experience. Member # 5. Explain how the situation in Guantanamo relates to The Crucible and how reading about it enhances your understanding of the nature of persecution. Cite evidence from both texts and the website to support your response. |
GROUP # 5 Farmers Branch, Texas
| Task: Watch the video on the cd. Check out these websites: Farmer's Branch #1 Farmer's Branch #2 Member # 1. Summarize the situation of the individuals in Farmer's Branch who feel they are discriminated against. Summarize the opposing view. Member # 2. Choose an idea from any of the three texts that resonates with you. Tell why in a convincing paragraph. Member # 3. Draw a picture or choose one from Google images that is representative of the siltuation in Farmer's Branch. Explain how it tells the story of the conflict. Member # 4. Write a news report that illustrates one of the situations presented in your sources. Write it in 1st person as if you were reporting the news. Member # 5. Why does the situation of the immigrants in Farmers Branch represent persecution, scapegoating and prejudice as represented in The Crucible. Cite evidence both from the text and the websites to support your response. |
GROUP # 6 Hate Crimes
| Watch the video on the cd. Check out this website: http://www.geocities.com/corkymcg/crime/proj005.html Member # 1. Summarize the article about Matt Shepherd. Member # 2. Choose a quote from any of the text that resonates with you. Tell why in a convincing paragraph. Member # 3. Using a photograph of the scene of the crime, explain how it represents the different faces of hate and the tragedy of his death. Member # 4. Write an obituary or eulogy celebrating the life and mourning the untimely death of Matthew Shepherd from the perspective of his mother, father or friend. Member # 5. Explain how the death of Matthew Shepherd represents scapegoating , persecution and prejudice as represented in The Crucible. Cite evidence both from the text and the website to support your response. |
Culminating Project
Topic # 1: The Promise of a better Adamson/The Promise of America
Students will write speeches on how they can make this school/ country better from different perspectives. For example, from the perspective of a political leader, a celebrity, a teacher or a parent.
Topic # 2: Because it is my name
Students will write about building a reputation and a legacy. They will explore what their name is worth.
OrlandoP |
Latest page update: made by OrlandoP
, Nov 4 2008, 10:36 AM EST
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