Study Unit
For
National Qualifications
Arthur Miller
Student Work Book
Background Information
The Crucible: by Arthur Miller
The Dilemma and Decisions to be made by the hero
This play is a narrative in which the hero, John Proctor, does not represent the society of his place
and time, but in fact how to stand against it to the point of death. He wants to remain alive but has to
die in order to maintain truth and his own identity. At one point in the play he makes the necessary
confession, yet destroys it later, finding that he cannot lose his identity for it.
The setting reveals a society in conflict
The people of the Puritan community are driven to join in the witch-hunt by their guilt and fear. Rev
Parris has a dreadful persecution complex. Ann Putnam believes that her seven babies who died
after birth did so through unnatural causes. Thomas Putnam feels obliged to litigate against
neighbours. Giles Cory is suspicious of his wife simply because she reads books. Superstition and
bitterness are rampant.
How the dramatist structures the play to highlight how the forces of evil work together
The pacing of the play helps highlight how the forces of terror work together. The first act ends with
all the trouble-making females denouncing other women in order to protect themselves. When Hale
questions Abigail and Tituba, in their fear they distort the truth and even fabricate things in selfdefence. In act three Miller demonstrates how they could put on a show of diabolical possession.
Mary cannot present to faint when asked to do so in isolation, yet when Abigail initiates an emotional
scene of possession, Mary Warren and the others are capable of taking part in the terrorisation.
The play is structured to intensify the dramatic nature of events
The setting helps focus on the actions and actors
Each of the four acts has units of place. Parris’s home, Proctor’s house, the Court Room of the
Church, the prison compound. There are no distractions of changing scenes. The audience are able
to concentrate upon the actor and the dialogue within a specific setting. Each scene opens in silence
and seeming emptiness; in this way the audience’s attention is captured before any words are uttered.
The atmosphere of each act is firmly established by the marked contrast of the setting of each scene.
The dramatist structure openings to scenes, which are often quietly dramatic
Act I
-The story is opened with the terrified daughter of Parris lying prostrate on her bed
Act II
- The involvement of Proctor with Abigail is intensified by the gentle discovery of
Proctor’s relationship with his wife. At the end Elizabeth is arrested because of
Abigail’s accusation.
Act III
- The court scene is rife with false accusation and unjust trial.
Act IV
- The ugly, chilly atmosphere within the four stark prison walls accentuates Proctor
being led away to his death.
The intensity and pace of the play is affected by the opening and closing of the Acts.
The endings are often dramatic and intense
Act I
- The condemning shrieks of the young girls.
Act II
- Proctor’s cry of horror.
Act III
- Proctor’s declaration of faith.
Act IV
- The agony of Elizabeth’s last words.
The quiet commencement of the Acts serves as a contrast to the passionate endings.
In Act III – power and corruption are apparent
The corrupt ideas and organisation of the court in Salem are exposed in act three. The court is in
danger of being scandalised, therefore is concerned basically with its own survival; like so many other
organisations in danger of losing face it becomes insular and panic-stricken. This is demonstrated
when as many as ninety-one signatories of a petition are ordered to be arrested. This terrified any
other potential witnesses.
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Background
The Salem trials actually happened. The play is based on historical facts, and the circumstances are
worth considering while we examine the play.
The settlers in Massachusetts in the 17th Century were a group who had to contend with many
difficulties: their way of life was strict and sombre; they had to ‘fight’ with the land for survival; the
unknown wilderness stretched west, and raiding parties of Indians were not unknown; the settlers also
felt neglected by the English government; and had had harsh taxes levied on them. They were
resentful, insecure and felt that they were being persecuted. It was not hard for them to believe that
some evil power was working against them, namely the Devil. They were convinced that he was
intent on their destruction and that he made use of his agents or worshippers: witches. It was
natural, then, that those New Englanders should explode into a wild fury of vengeance once it was
‘revealed’ to them the source of their tribulations was present in their community. Their self-righteous
natures cried out for an end to the evils in their midst and their need to unleash their frustrations and
their own sense of guilt caused them to seek scapegoats.
Astonishingly, the witness and proof of witchcraft were established by a group of young girls.
Although it is not easy to account for their behaviour, like some kind of self-induced mass hysteria, we
can understand perhaps why the adults of Salem found it hard to believe that these girls could be
play-acting. The antics and seizures of the girls would shock and horrify us today even if we could not
believe that witchcraft was responsible. Yet they did happen, and we must accept that, however they
were caused, they were taken seriously by almost everyone.
But there was a further stage to the accusations. The witch-hunt provided a long overdue opportunity
for everyone so inclined to express publicly his guilt and sins under the cover of accusations against
the victims. One could cry ‘witch’ against one’s neighbour and feel perfectly justified. Therefore, a
multitude of ludicrous charges were brought – including nuisance, difficulty, loss, illness – all could be
safely attributed to the evil malice of some witch.
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The chief evidence of witchcraft accepted by the court was the accusations of the girls. There were
other types of evidence including not weeping when tears would normally be accepted or failure to
recite correctly the Lord’s Prayer or the Ten Commandments. In short the whole fascinating history of
the Salem Trials provides an ideal opportunity for any type of dramatic work based on these events.
Yet Miller is interested in the events of Salem for another reason, explained in the next sections.
McCarthyism in America created on atmosphere of guilt, suspicion and fear
In the early 1950s, the United States suffered a modern kind of ‘witch-hunt’, which, in the climate of
terror it created was hauntingly reminiscent of the Salem experience. The accusations in the 50s,
however, were levelled at Communists, agents and sympathisers. The man chiefly responsible was
Senator Joseph McCarthy, and the investigations he carried out carried into the lives of many
Americans, creating a hideous atmosphere of guilt, suspicion and fear. What McCarthy did was to
claim that he had inside information of hundreds of dedicated Communists who has infiltrated high
levels of American government. By so doing he caused a scare, which led many people to suspect
virtually anyone who showed the slightest interest in Russian affairs. McCarthy was able to bully and
terrify people in all walks of life, needing only to accuse them of Communists sympathies to get them
dismissed from their job, avoided by friends and held guilty of betraying their country.
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McCarthy came to dominate a Government body known as ‘House Committee on Un-American
Activities’. Miller was called to appear before this Committee in June 1956 (note The Crucible was
first performed in 1953). Miller admitted that he had attended a Communist study course in 1940 and
had attended five to six meetings of Communist writers in 1947. But he refused to give the names of
other people who had been present at these gatherings.
Miller had been profoundly disturbed at the horrors of McCarthyism long before he was summoned to
appear before the Committee; he was dismayed at the way in which friends turned away from each
other; he was appalled that they should betray their own conscience and dignity lest they too
should be accused; and he was both angered and bewildered by the (contemporary) diabolism
– the idea of an absolute opposite to ‘good’. Political authorities insisted on absolute right
and wrong, and one hand to come down clearly on one side or the other. Opposition or nonco-operation with the activities of the authority or its policies becomes evil
(Think of the reaction to anyone in America who might criticise the American government after 9/11
for the treatment of prisoners of war. Any such criticism was deemed to be unpatriotic).
Miller came to view any repressive political authorities in a very hostile light, and especially as he saw
how, during the McCarthy period, people abandoned their own conscience – handed it over as it
were to the official party line.
By condoning the witch-hunt they felt rid of their own guilt. So one major feature of the play is that it
is a criticism of McCarthyism – in the form in which is appeared in the 50s and with which Miller had to
contend, but also McCarthyism in any form, for there is a general indictment of any type of repressive
witch-hunt implicit in the play’s message.
Miller as Playwright
For Miller the theatre is a means of vital communication. He is a writer of deep seriousness and
commitment; in his view it should not merely entertain but should draw an audience in to a living,
meaningful relationship. He believes that a serious dramatist must teach. However, the quality of
what he writes depends on the passion with which teaching is made. From The Crucible we might
learn about human behaviour, about honesty, integrity and loyalty; about fear and guilt in a society,
about the ways in which the truth can be distorted; about greed or power posing as righteousness and
about the helplessness of individuals faced with mass hysteria. If the drama is to succeed it has to
make us more alert to certain issues, more aware.
Themes
The ‘real and inner themes’ of The Crucible is the ‘handing over of conscience to another, and
that everyone has to stand up for what he/she believes be it woman, the state or a terror’.
Miller felt the similarity between the events of Salem and the America of the 50s was so strong that
he saw an immense potential in a play, which drew the audience’s attention to the issue. But Miller
admits himself that the events of McCarthyism astonished him and that his astonishment underlies
every word of The Crucible. This is not to say that the play is just a disguised attack on McCarthyism
.
It describes any situation where individuals refuse to be steadfast to their own conscience or
to what they believe to be true.
Finally, the play does offer an answer to the question: what do we do about such a situation? The
power of the evil unleashed is immense and sacrifice is needed to withstand the floodtides of panic.
Yet, Miller suggests, many has it in his will to declare his resistance and to stand firm.
Proctor can stand firm, although he does not overthrow the court and save his friends. He can still
be true to his inner integrity, can still deny them the lie they want and can still reject the
distortion of the truth. Miller’s thinking is in the end optimistic. By a resolute act of will, man
can challenge those forces, which seek to deny him his freedom.
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Analysis Template
Revelation of Theme in Act 1 & Opening Scene
Act 1 – The opening scene is a revelation of Relationships, private and social themes being
revealed
The setting reveals aspects of the society:
Purpose of Analysis:

In this self-righteous religious society there is no allowance for individual weakness – and
thus it creates guilt.

A self –righteous society is like any other – it has inner conflict.
Pair Activity. Complete the following template
“How the author reveals inner conflict in society” in the opening
scene
U
Facts showing tension and
conflict
Surface Manifestation of the
Conflict
The Putnams have conflict over
land
 In the opening scene
Parris, the minister
stands beside the bed
on which his daughter
lies. He seems
consumed with
anxiety
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Evidence/References to text

 “My enemies will ruin
me”;
“I have many enemies”
A/E
Comments on ‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology)

Evaluative comment on the
“facts”
 He seems to be not
merely concerned with
the apparent illness of
Betty but with his
standing in the
community
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 Parris the minister is
accused by Proctor of
being interested in the
material things in life

Analysis on the text reference
 . He sees himself
surrounded by
“enemies”. The lexical
choice of “enemies”
seems to be a strange
or unusual word from a
minister, when he is the
spiritual leader of a
community, which is
supposed to be
religious.
Evaluative comment on
text reference
 It is surely indicative of
the inner conflicts on
this society that its
minister is in conflict
with many of his
community


 Parris resents Proctor


 Putnam is in conflict
with Proctor


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
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U
Facts showing tension and
conflict in this society
A/E
Reference/Evidence/Quotes
From the play
Comments on ‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology)
Further manifestation of the
surface conflict.
Proctor dislikes Parris the
Minister because of long held
disputes with his family
 “Your grandfather had
the habit of willing land
that never belonged to
him, if I may make it
plain”
Deeper reasons for the
conflict
 Proctor disagrees
publicly with his
minister and challenges
his type of leadership
 “I do not like the smell
of this authority”
 “You only speak of
hellfire and damnation”


 Proctor ploughs his
land on a Sunday
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
Evaluative comment on
situation.
 You should comment
on the idea of the
“authoritative” nature of
the society and why an
individualist like Proctor
would fight against it.
 The minister – speaking
only of ‘damnation”
helps create a negative
view of life.
Evaluative comment on
situation.
This negative attitude to life
is one of the fundamental
reasons for the conflict
between Proctor and his
community.
Evaluative comment on
situation
 Comment on why he
would so publicly go
against the “rules”.
 (Consider“
individualism” versus
the degree of
conformity required in
this society)
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Flow Chart to summarise how – A SELF RIGHTEOUS SOCIETY EXACERBATES CONFICT
Salem a Society in Conflict
The Putnams
In conflict with……….
|
Evidence of Conflict
|
|
Analysis of reasons
|
Evidence of Conflict
|
Analysis of reasons
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Parris
In conflict with………
|
Evidence of Conflict
Proctor
In conflict with………..
|
Evidence of Conflict
In conflict with ………
|
In conflict with………
|
Evidence of Conflict
Evidence of Conflict
|
|
Analysis of reasons
|
|
Analysis of reasons
|
Analysis of reasons
|
|
Analysis of reasons
|
Evidence of Conflict
|
Evidence of Conflict
|
Evidence of Conflict
|
Evidence of Conflict
|
Analysis of reasons
|
Analysis of reasons
|
Analysis of reasons
|
Analysis of reasons
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How to Link your Ideas for a Critical Response
How Themes Emerge in the Opening Scenes
Use the information gathered in your template to form the basis of a response to.
Question
“In the opening scenes of the play show how the dramatist reveals the
underlying conflicts in this society and how he reveals that within a selfrighteous society ordinary people break the rules of conformity”
Model of how to integrate Understanding, Analysis and Evaluation
in a Response
(Showing “understanding” by selecting appropriate facts from the text.)
In the opening scenes we see the minister Parris standing over the bedside of his
seemingly ill daughter.
(Evaluative comment on situation).
There appears to be tension, where the minister, the spiritual leader of the community
is consumed with anxiety – not merely concerned with the apparent illness of Betty but
with his standing in the community.
U/E
Reference
to text
A/E
“My enemies will ruin me”
“I have many enemies”
(Analysis / evaluation of textual reference.)
“Enemies” is a strange word from the spiritual head of the community. It is surely
indicative of the inner tensions of this society that its minister is in conflict with many of
his community.
Mini – Essay
Now continue the response to the question using the information gathered in the other
bullet points.
Your response should show understanding of the issues, reference to text and an
evaluative comment.
(Different groups/ pairs may focus on different bullet points and report back on their
paragraph to the class.). These may be done on an O.H.T with your class teacher
selecting the reporter.
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Revelation of Character
– In Act 1 and Opening Scene of Act 2.
–
Purpose of Analysis.
In the opening scenes we learn about the main character.
He is in conflict with his community.
He is in conflict with the leaders.
-He is a man who has certain aspects to his character, which will lead to his
downfall.
(To certain extent he is alienated from his society)
In Pairs complete the following tables that will give details of how these
aspects of the hero are revealed.
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Analysis Template
Understanding
Facts/Incidents from text
 In his meeting with
Abigail he at first does
not think that the
witchcraft hysteria is
anything more than a
childish prank
 In Proctor’s discussions
with Abigail we see a
man who has broken
his own moral code
Evidence
(What has he done?)
Textual Reference


Comments on ‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology)
Evaluative
comment
on
language used.
 (Comment on how the
word choice reveals his
early attitude to the
witchcraft hysteria)
Evaluative
comment
on
situation
 He is a hero with
human faults. He has
broken his own moral
code and feels guilty.
(Highlight discussions
with Abigail)

 We see in these early
scenes in the play, a
man who is in conflict
with his society and
with the spiritual leader.
(These
are
surface
manifestations of conflict
with his society)
Evidence?
Comment on the situation


 Proctor rips up the
warrant for the arrest of
his wife.
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 Proctor is a man who is
honest but is perhaps
too blunt and forthright
in his opinions.
(Find evidence of this and
comment on the language
used)
Evaluative
comment
on
situation
 He makes statements in
his anger that can be
used against him and
weakens his defence of
his wife
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REVELATION OF CHARACTER
WE LEARN ABOUT ASPECTS OF PROCTOR’S PERSONALITY
PURPOSE OF ANALYSIS
We see clearly conflict with authority – aspects of his personality which


Lead to his downfall
That despite his antagonism, he too is a “child” of that society.
Mix and Match Analysis Template
IN PAIRS
A. MATCH THE QUOTES To The APPROPRIATE COMMENT.
B. COMPLETE THE MISSING ANALYSIS AND EVALUATION SECTIONS.
(The first one has been completed as a model)
Textual Reference
Comments on ‘facts’/evidence/
Or evaluation of dramatic techniques/(using
critical terminology)
“Pontius

Pilate. God will not let you
wash your hands of this”
Analysis of Language
Such terminology as “let you wash your
hands of this,” indicates an abrogation of
authority and responsibility. The reference
to “God” in the accusation would be
particularly insulting to a minister.
Analysis/Evaluation of situation
To openly criticise the minister, the spiritual
leader could be deemed to bed too frank
and done by a man who finds it difficult to
control his anger.
“Where the girls born this morning as
clean as God’s fingers.”
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
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REVELATION OF CHARACTER – ACT 1/ACT 11
REFERENCE TO TEXT
ANALYSIS OF LANGUAGE
“I will fall like an ocean on that court”
The reference to ……..……….. reveals that this is
a society dominated by religion. The imagery of
…………… reveals that in Proctor’s eyes the
ministry is blessed by God. But his accusation is
that despite this blessing by God, Parris is
betraying God.
Analysis of Situation
Again, it is a statement, which is too openly
antagonistic against those who are in power.
“Damn the Deputy Governor”
Analysis of language

“We shall slide together into our pit”
This imagery reveals that Proctor is vainly
trying to indicate that no human being is
without stain and girls’ word should not be
taken as if they were saints.
Analysis/evaluation of situation

His statement here is a direct attack on the
government and authority. Said in anger
and likely to be used against him.
Analysis/evaluation of situation
“Though you be ordained in God’s own
tears, you be a coward now.”
The imagery here reveals that he thinks the
witchcraft is truly evil.
What we learn about the character in the opening scenes.
Homework. Mini - essay (.Using your knowledge to practise the skills needed in the exam.)
Using the information from your analysis tables write a few paragraphs on (1)
what we learn about Proctor in the early scenes in relation to his
conflict with his community and his conflict with the leaders.
(2) You should also indicate how he reveals certain aspects to his character,
which will lead to his downfall.
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Homework Worksheet & Information Sheet
ACT II
Husband & Wife Conflict
Details of how the dramatist structures the language to reveal conflict
between 2 characters
The Opening of Act II is quiet. It is a private scene where the personal relationship between Elizabeth
and John Proctor is examined. The conversation is stilted – short blunt sentences reveal the difficulty
the two characters have in communicating.
There is an obvious barrier:
“That’s well”
“Aye it would”
“I know it John”
“Aye”
“It must be”
These are her replies to her husband’s efforts at communicating. In this opening scene Proctor’s
sensitivity and love of nature (as benefits a true hero) is revealed in language and imagery.
Proctor “Lilacs is the smell of nightfall. I think Massachusetts is a beauty in the spring”.
Characters in conflict
a.
Inner conflict is examined
b.
The theme of handing over of conscience to another is examined and that it is an
individuals conscience which is paramount – each individual must follow his/ her own
conscience
A I.
Pick out phrases in Proctor’s statements that reveal his guilt feelings and his reluctance to
be associated with Abigail publicly. P44.
A II.
Proctor has confessed to his wife to find relief from his guilt.
a.
Does he find relief? (Back up your answer with quotes)
b.
What statement reveals that Elizabeth still suspects him and has not truly forgiven
him?
A III.
What does Elizabeth realise? Elizabeth and John argue though John obviously wishes to
protect his wife. The quarrel is caused by the conflict within his soul
“Were I stone I would have cracked with shame this seven month”.
He feels guilt and also anger that his wife does not forgive him.
Each person’s conscience is inviolable.
B.
What statement from Elizabeth reveals that the forgiveness must come from within
himself not from her?
(Therefore, we cannot hand over our conscience and ask others for forgiveness)
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Analysis Template
Act III – The Emotional Climax of the Play
Purpose of Analysis
We learn about
 Conflict between 2 characters – Proctor & Abigail
 The intensity of the inner conflict and a turning point
 How the main character avoids the truth
 Aspects of his own character which lead to his downfall
 How the dramatist’s language reveals the main character’s inner torment
 How this society creates such guilt that it affects the main character’s power to make
decisions (a strong theme of the play)
Understanding
Facts/Incidents from text
 At this point Proctor’s
wife has been in court
accused of witchcraft.
He
is
reluctant
to
become
actively
involved. Proctor tries to
use Mary Warren to
discredit Abigail
 Proctor
has
been
reluctant to become
involved but he now or
realists that he himself
has to intervene to
discredit Abigail.
He shouts out to the court his
accusation..
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Textual Reference


Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology)
Evaluative
comment
on
situation.
 Proctor is reluctant to
discredit Abigail, as his
‘guilt’ over his affair will
be revealed. Even at
this stage with his wife
being accused of being
a witch, such is the
power
of
this
authoritarian
society
and its ability to create
guilt, he is still afraid to
stand up against the
authority.
Evaluative
comment
on
situation
 Proctors rationalisation
evaporates in anger,
frustration and despair
and he tries to discredit
her. His accusation is
primarily to reveal that
she is a “sinner” and
cannot
be
representative of “good”
and accuse others of
witchcraft.
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Understanding
Facts/Incidents from text
Textual Reference
Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology
Evaluative comment on the
language used.
 He reluctantly makes
a decision.

 He has to admit what
he wanted to avoid


Evaluative
comment
on
Situation
 His subsequent
speech reveals his shame.
Comment on the Language
used.
(What language reveals the
depth of his shame? Comment
on the use of certain words)
 He knows he has lost
his reputation in the
society


 Goody Proctor, who
has not been present at
her husband’s outburst,
tries to save her
husband’s good name
by denying his affair.
Thus, she discredits his
testimony
against
Abigail.

 Comment on the
situation.
(Why is this a crucial
turning point in the fate
of the hero?)

 In his anger and
frustration at the court
he shouts out accusing
them of being evil

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Comment on the Language
The imagery of his speeches
reveals the heightening of
emotion.
Select words or phrases, which
reveal that he too is a “child” of
that society.
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

 He shouts out in anger,
words that can be used
against him.

Comment on the situation
 In such a religious
society, the courts
believe that they do
God’s work.
Evaluative comment on the
language used.
Why would Proctor’s words be
so offensive in such a society?
(Select words or phrases.)
Comment
Proctor’s development makes him realise his complicity in the evil, which surrounds him. He blames
himself. However, Proctor has to come to terms with his guilt and he has to stand up for what he
believes. Throughout the rest of the play we see this tortuous process evolving
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Analysis Template
How the Dramatist Structures the Scenes to build up Tension
Act III
One could state that Act III of the crucible is a vital and key scene of the play, for it is in this Act that
the hero, John Proctor, is finally enmeshed in the witchcraft hunt himself and his secret guilt of
adultery is made public. It is a turning point in the hero’s fortunes. Miller alternates quiet
moments and then dramatic moments of high tension and hysteria.
Understanding
Facts/Incidents from text
Textual Reference
 The Act begins quietly
‘But the quiet is dramatically
broken up by the outburst of
Giles Corey



The
dramatist
through
Danforth’s
seeming
thoughtful replies makes the
audience think that perhaps
he is willing to consider
Proctor
and
Mary’s
assertions

Abigail creates hysteria and
tension mounts

Proctor attacks Abigail


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Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques/(using critical
terminology)
Evaluative
comment
on
situation.
 Miller uses this
dramatic outburst to
make the audience
aware of the extent
of the witchcraft
hysteria
in
the
society
and
to
forewarn
the
audience of the
court’s involvement
Evaluative
comment
on
situation.
 Yet to the audience,
(though
not
to
Proctor) there is the
realisation that this
man harbours no
doubt about the
untruthfulness
of
the
girls’
accusations.


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 When Elizabeth enters
the court it is quiet.
The tension is even
more evident by the
silence


Facts
Reference/Quote
Comment

Miller heightens the tension
by
Elizabeth’s
hesitant
replies.



Abigail
seizes
the
opportunity and creates an
hysterical outburst



The tension is further
increased
by
the
impassioned speeches of
the main character.
Refer to the text and comment
on the imagery.
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

20
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Flow Chart Based On Previous Activities
Act III
Conflict Between 2 Characters
Proctor and Abigail
Proctor
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Further Aspects Leading
to Downfall
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Inner Torment Revealed –
He struggles to make
decision
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He avoids the truth
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Evidence
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Evidence
Evidence
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Evaluative Comment
Evidence
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Evaluative Comment
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Evaluative Comment
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Evidence
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Evaluative Comment
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Evidence
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Evaluative Comment
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How to use your knowledge to suit different arguments or types of
questions
Use the information and knowledge gathered on the templates to answer some of the following: -
Question
 Show how the main character is forced into making a decision.
 Discuss the circumstances leading to that decision
 and how this affects your view of the character (so far)
(Refer to the character template and subsequent to study make some reference
to Act 4 and the effect of guilt on the hero)
OR
Question
 Show how in one key scene a character makes an accusation. Explain the
dramatic importance and explain how it affects sympathy for the character.
(You may show the intensity of emotion and why it is a turning point) refer also to how the author
structures the act to heighten tension (and forces the main character to come to a decision)
Model of how to integrate Understanding, Analysis and Evaluation
In Responding to such questions.
Understanding – select appropriate facts from the text.
In Act III we see Proctor’s attempts to save his wife from the accusation of witchcraft. Up to this point
Proctor has been reluctant to openly attack Abigail and asks Mary Warren his servant girl to tell the
court what really happened.
Make evaluative comment.
Proctor does not want his affair with Abigail to be made public. Such is the power of this authoritarian
society over the public and social aspects of people’s lives, that Proctor is overcome with guilt and
shame and is still afraid to stand up against that authority. He eventually has to admit what he wanted
to avoid
“I have known her, sir”.
He now knows he has lost his reputation in that society.
Mini Essay
Now continue – (show how - refer/quote - he verbally (almost physically attacks Abigail and why that is -comment) Use other information in the templates.
The following quotations should be discussed in their context and commented upon in terms of
their significance and/or power of language
“A man will not cast away his good name”

“Where my beasts are bedded. God help me”.

“I have made a bell of my honour. I have rung the doom of my good name.”


“I say God is dead”
“I hear the boot of Lucifer. I see his filthy face! And it is my face, and yours, Danforth!”
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Formative Assessment – assessment to help learning
Use of further models

Pupils should discuss in pairs their own responses, using a pro-forma which
helps structure the key points

Pupils should identify strengths.

Pupils should identify “areas for improvement” and together improve elements
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Use the Suggested Peer Evaluation Pro-Forma.
(Use with the previous tasks.)
In pairs complete
Your feedback should help improve your responses. You should discuss the changes with
your teacher
Purpose of Analysis. “The Character” is forced to make a decision”
Understanding
Evidence
Are there a number of key ideas
discussed which are clearly
linked to the demands of the
question.
E.g.
(1)“The Character is forced to
make a decision”
Select events which show:
(2) The circumstances leading
to the decision;
List any of the key ideas which
are clearly linked to the
demands of the question and
underline how the script
shows this
Our reaction to the character.

(Are there key sentences where
we see the above words in the
response?)

Analysis & Evaluation
Evidence
Are there clear
references/quotes from the text
which clearly link to the
demands of the question
-That is- to the “difficulty in
coming to a decision”.
Identify some
references/quotes which show
“difficulty in coming to a
decision”
Are there evaluative comments
on the references?
Identify some
references/quotes, which show
evaluative comment.
Select some areas which
need improved and underline
where the improvement has
taken place
Improved evidence.
Evidence

Additional references
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Improved or additional
evaluative comments.
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HOMEWORK
ACT III
The scene opens quietly, but quickly becomes noisy with the arrival of Giles Corey. The noise soon
ceases with the arrival of Judge Danforth, a man who is confident, assured and authoritarian.
1.
What does this act reveal about Parris?
Refer to the text to prove your statement.
2.
Danforth asks Proctor to drop the charge after he has promised to allow Elizabeth to live a
year.
Why does Proctor refuse to drop the charge?
3.
Referring to the text show an example of “public terror” at work.
4.
What further evidence do we have that “the corrupt society” provides stimulus to the
witch-hunt? P77
The emotional climax of this act is reached when John Proctor attacks Abigail. At last he is ready to
admit his guilt – a guilt that until now has silenced him.
The vocabulary and imagery is harsh and vivid to denote the emotional crisis, which Proctor is
undergoing. The language reveals the great inner conflict, which Proctor has been suffering.
IMPORTANT QUOTES
 “How do you call Heaven? Whore! Whore!”
 “It is a whore’s vengeance and you must see it now”
Are there other examples of quotations, which you feel reveal his inner torment?
Quote and make comment on the language used or the significance.
Analysis Template
ACT IV
Resolution of the Conflict
Brief Commentary on the final scene
The final scene between Proctor and his wife Elizabeth is full of emotion and the tension never falters.
Throughout the scene we see a man in torment and inevitably full of indecision – knowing that his
decision is literally a matter of life or death.
The dramatist evokes our sympathy in the opening lines. There is raw emotion when they first meet
after so many months of imprisonment. One can sense Elizabeth’s party when she sees her tortured
husband.
“You have been tortured”
We share her anguish.
We see the “hero’s struggle in coming to a decision” and the struggle of an individual in standing up
for his own beliefs and for his own conscience in a repressive society
(There are indications of these themes in Act III – but more detailed revelation in of Act IV)
In Pairs – complete the following table in terms of understanding,
analysis/evaluation (I. e. comment)
How the Theme is Revealed Through the Character
“The Struggle To Overcome Guilt and Stand up For What He Believes”
Understanding
Facts/Incidents from text
Stage 1
 He seeks forgiveness
from his wife (Act III)
Stage 2
 He seeks a decision
from his wife
Stage 3
 John seeks other
reasons to make a
decision – enquiring
about the decisions of
others
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Textual Reference

 “I would confess to
them?”
What say you, if I given them
that?
Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques

Evaluative Comment on
Situation
 His wife reminds him
that only he can forgive
himself. It is the
dramatist reminding us
that each individual is
responsible for his/her
own decisions.


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Analysis Template
Character -The Hero’s Struggle in Coming to a Decision
Theme - The Struggle of an individual standing up for his own
beliefs in a conformist society
U
A/E
Understanding
Facts/Incidents from text
Textual Reference
Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques
 His sense of his own
unworthiness makes
him think he cannot
share in the fate of the
likes of Rebecca.
Nurse or Giles Corey,
whom he sees as good
people


 He decides to live but
immediately his inner
conflict manifests itself


 His tortured soul cries
out

 Inner torment is again
revealed

 He attempts a
compromise by signing
a confession
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Evaluative Comment on
Language
 The 3rd person
reference illustrates his
desperate attempt to
view himself objectively
 His external actions
reveals his torment

Evaluative Comment on
Situation
He quickly realises that such an
action will implicate his friends.
No man can make decisions
which pertain only to himself
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U
A/E
Understanding
Facts/Incidents from text
Textual Reference
Comments on
‘facts’/evidence/
Or evaluation of dramatic
techniques
Final Stage
Resolution to his inner
torment
 He realises that he
cannot buy life at the
price of conscience. He
gives his reason for not
succumbing to the court


 He sees, at last, his
own worthiness


Final Comment
To reach his decision has not been an easy task.
Throughout we have seen into his soul and seen his sense of his own unworthiness. We have seen
his reluctance in becoming involved. It is only when his wife is faced with execution that he decides to
act. Throughout the final scenes the dramatist has evoked our sympathy and has made us
empathise and sympathise with his dilemma. Through the dramatist’s power in helping us ‘see’ his
inner torment, at no time are we sure of the outcome – the turmoil, the indecision are apparent.
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HOMEWORK
ACT IV
1.
Explain the reasons for Parris’ apparent change of heart about the hangings.
2.
What evidence does Hale provide that the province is near rebellion?
3.
What is it that Hale believes to be Proctor’s reason for not confessing?
4.
Why does Proctor feel that he “cannot mount the gibbet like a saint”?
5.
Explain the confusion when he calls “God in heaven, what is John Proctor…?
6.
What is the first obstruction, which hinders Proctor from giving them a lie?
7.
Why will he not allow his signature to the Confession are made pubic?
8.
Explain his obsession with his “name”
9.
How much “goodness” does he possess when he refuses to lie and so goes to his death?
10.
Saint or Fool?
Which view do you hold of Proctor by the end of the play?
Which view does Miller advocate?
Justify your argument by references throughout the play.
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