HICKSVILLE PUBLIC SCHOOLS
English Language Arts
Curriculum Resource Guide
Unit of Study:
Number of Lessons:
The Individual and American Society
Grade Level:
11
Module Overview: The Individual and American Society
Content Understandings: Students will gain an understanding of the intricate dynamics of group hysteria and how the group dynamic
leads many people in The Crucible to compromise their integrity. In addition, students will understand why John Proctor is willing to
sacrifice his life for the greater good of his family and society.
Essential Questions: Why is group hysteria an important component in the play?
-How is the group dynamic contrasted against individuality within The Crucible?
-Why is John Proctor considered the voice of reason in The Crucible?
-How is speech suppressed throughout The Crucible/society?
-How do the themes in The Crucible relate to the 1950s’ McCarthyism?
Suggested Works:
LITERARY TEXTS: The Crucible by Arthur Miller
INFORMATIONAL TEXTS: “Why I Wrote The Crucible: An Artist’s Answer to Politics” by Arthur Miller, Inaugural Address (John Fitzgerald
Kennedy) Speech, “Acceptance Speech of the President of the African National Congress, Nelson Mandela, at the Nobel Peace Prize Award
Ceremon,” Oslo, Norway, 10 December 1993., “Extended Forecast: Bloodshed” by Nicholas Kristoff, “Echoes of McCarthy” by Jerrold Post,
“On Naming the Names, in Life and Art” by Edward Rothstein, “Sinners in the Hands of an Angry God” by Jonathan Edwards.
ART, MUSIC, MEDIA & DIGITAL SOURCES: Video: “The Monsters are Due on Maple Street” Episode from The Twilight Zone. The History
Channel: Salem Witch Trials, Biography: Joseph McCarthy. “Easy Bake Coven” Episode from The Simpsons “Treehouse of Horrors VIII.”
Short Stories: “The Minster’s Black Veil” by Nathaniel Hawthorne. Poetry: “To My Dear and Loving Husband” by Anne Bradstreet, “Her
Kind” by Anne Sexton. Songs: “Devils and Dust” by Bruce Springsteen, “What is Truth” by Johnny Cash, “Talkin’ John Birch Paranoid
Blues” by Bob Dylan, “We Didn’t Start the Fire” by Billy Joel, “Witch Hunt” by Rush.
Instructional Technology: : Smart Board for notes, DVD/videos and music, Facebook Character Profile can be created using Fakebook
template at the following web site: http://www.classtools.net/fb/home/page
Google Earth map of where The Crucible is set (Salem, Mass.).
Focus Standards Selected
from NYS Common Core State
Standards

RI.11-12.1. Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text, including determining where the
text leaves matters uncertain.

RI.11-12.2. Determine two or
more central ideas of a text and analyze
their development over the course of the
text, including how they interact and
build on one another to provide a
complex analysis; provide an objective
summary of the text.

RI.11-12.3. Analyze a complex
set of ideas or sequence of events and
explain how specific individuals, ideas,
or events interact and develop over the
course of the text.

RL.11-12.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text,
including determining where
the text leaves matters
uncertain.

RL.11-12.2. Determine two or
more themes or central ideas
of a text and analyze their
development over the course
of the text, including how they
Academic Vocabulary
The Crucible Vocabulary List
handout
Learning Activities
-Analyzing John Proctor’s
relationship with Elizabeth
(wife), Abigail (mistress),
Reverend Hale, Reverend Parris
Assessments /
Evidence of Learning
-Content exam.
-Critical Lens essay exam.
-Vocabulary quiz.
-Soundtrack project
-Reading log/journal
-Characterization and
-Two-three page paper
development of John Proctor
developing a theme from the
throughout The Crucible.
text using outside information to
support ideas.
-Various songs to help bring a
-Interpreting important
closer understanding of the
passages from the text and
themes and characters in The
drawing connection between
Crucible.
the passages and higher level
meanings.
-Close reading of key passages
-Research project on the Red
for higher level meaning, writing Scare, McCarthyism, The
style and author’s
Hollywood Ten or fear of
meaning/message.
Communism in the 1940s and
50s.
-Paired informational texts and
-Create a Fakebook page on
non-fiction articles to help foster characters in the play.
a deeper understanding of The
-Multi-Modal project choosing a
Crucible and compare various
key passage from the text.
points of view on similar
Students will develop a 300
themes.
word typed analysis of the
passage chosen and teach the
-Find examples of various
passage using a multi-modal
literary devices within The
source during their
Crucible and explain how each
presentations to the class
interact and build on one
another to produce a complex
account; provide an objective
summary of the text.



RL.11-12.3. Analyze the
impact of the author’s choices
regarding how to develop and
relate elements of a story or
drama (e.g., where a story is
set, how the action is ordered,
how the characters are
introduced and developed).
W.11-12.1. Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.11-12.2. 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.11-12.9. Draw evidence
from literary or informational
texts to support analysis,
reflection, and research.

SL.11-12.2. Integrate multiple
sources of information
presented in diverse formats
and media (e.g., visually,
quantitatively, orally) in order
to make informed decisions
and solve problems, evaluating
the credibility and accuracy of
each source and noting any
discrepancies among the data.

SL.11-12.3. Evaluate a
speaker’s point of view,
reasoning, and use of
example/literary device conveys
or develops a theme in the text.
-Video Clips from the movie The
Crucible as a companion to key
scenes in the book.
-Use “The Monsters are due on
Maple Street” Twilight Zone
episode to teach group
hysteria/mob mentality and
compare characters in the
episode to characters in The
Crucible.
-Teach direct and indirect
characterization using an
excerpt from The Cat in the Hat
and The Crucible.
-Read a paired non-fiction
article and have students
explain ideas in the article using
evidence/direct citations from
the article. Students then make
comparisons from the article to
The Crucible using evidence
from both the paired passage
and The Crucible.
evidence and rhetoric,
assessing the stance,
premises, links among ideas,
word choice, points of
emphasis, and tone used.



L.11-12.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
L.11-12.3. Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening
Instructional Supports for English Language Learners / Students with Disabilities:
Graphic Organizers: Free printable graphic organizers can be found at the following web site:
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Suggested Materials: Various graphic organizers and character charts available on http://www.engageny.org/english-language-arts and
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Professional Resources: http://www.engageny.org/english-language-arts http://www.webenglishteacher.com/
http://www.readwritethink.org