STUDY GUIDE: “THE CRUCIBLE” BY ARTHUR MILLER
PART 1: VIEW
View the introduction videos:
 “The Crucible” Overview
https://www.youtube.com/watch?v=6tnuW2G2FFo&list=PL3DE50676716E69B9&index=2
 “The Crucible” Cast of Characters
https://www.youtube.com/watch?v=6MxD3QffAjA&index=4&list=PL3DE50676716E69B9
 “The Crucible” Context: McCarthyism
https://www.youtube.com/watch?v=2HQQ_tqhxe8&index=6&list=PL3DE50676716E69B9
PART 2: READ
Read the play:
 Text
http://www.hatboro-horsham.org/cms/lib2/PA01000027/Centricity/Domain/339/The%20Crucible%20%20Arthur%20Miller%20.pdf
 Audiobook
https://www.youtube.com/watch?v=Aly8LglYoy8&feature=youtu.be
Reading Schedule:
 ACT I (PDF pages 1-52; text pages 1-48) – finish by Monday, 5/11/15.
 ACT II (PDF pages 53-85 & 149-154; text pages 49-81 & 148-152) – finish by Tuesday, 5/12/15.
 ACT III (PDF pages 86-123; text pages 82-121) – finish by 5/14/15.
 ACT IV (PDF pages 124-145; text pages 122-146) – finish by 5/15/15.
 Study Guide Questions 1-7 due on 5/18/15.
PART 3: WRITE
Review the mini-lessons on theme, motif, and literary analysis then answer the study guide questions on your own paper.
Theme Mini-Lesson
A theme is an author’s comment about human nature or the human experience (regardless of ethnicity, creed, language, or socioeconomic status) as demonstrated through plot events, character attitudes, and dialogue/monologue. Rather than stating themes
directly, authors tend to deliver these universal, essential truths through exemplification. Places where theme is often exemplified
include events wherein the main character is experiencing conflict, events wherein the main conflict is resolved or heading toward a
resolution, and events wherein the main character discovers a universal truth about his or her community, family, or society.
Motif Mini-Lesson
A motif is a recurring structure in literature. Like themes, motifs are not presented directly. Rather, they are demonstrated through
setting, plot events, character attitudes, and dialogue/monologue. Motifs can be found in ideas, images, or symbols that are
repeated, especially at times when the theme is being developed.
Literary Analysis
When discussing and analyzing elements of literature, such as themes and motifs, we have to use examples from the text as
evidence to support our claims about the author’s comments and style. Therefore, when answering the following questions about
theme and motif, use argument paragraphs to state your claim(s) about what you see in Miller’s writing, present evidence from the
text to support your claim(s), then warrant your evidence through analysis of the evidence you present. Your experience analyzing
and synthesizing nonfiction text will help you as you transition to analyzing and synthesizing literature. Use what you know.
Study Guide Questions – Due 5/18/15
1.
Identify and discuss the following characters. In other words… Explain who each character is, both in terms of his or her
role in the community and in his or her role in the play. Include any physical characteristics or personality traits you deem
important. Also, discuss whether or not you can identify with this character and explain why. Each character
description/discussion should be about 2 to 5 sentences long – no required paragraph format. Textual evidence is not
necessary to answer this question.
 John Proctor
 Abigail Williams
 Reverend John Hale
 Elizabeth Proctor
 Reverend Parris
 Rebecca Nurse
 Francis Nurse
 Judge Danforth
 Giles Corey
 Thomas Putnam
 Ann Putnam
 Ruth Putnam
 Tituba
 Betty Parris
2.
Discuss the most important event in each of the acts in the play: Act I, Act II, Act III, and Act IV. In other words…
Do NOT summarize each act, but briefly describe the most important moment in each AND explain why this the
most important event in terms of how it develops the conflict, character(s), and/or theme(s). The discussion for
each act should be about 2 to 5 sentences long (so a total of 8 to 20 sentences in response to this question) – no
required paragraph format. Textual evidence is not required in your discussions, but you should use it as needed.
3.
Act II, Scene 2 appeared in the original production of “The Crucible,” but was dropped by the author
from all published reading versions prior to 1971. It was also not included in most productions after
1958. Why do you think Miller may have chosen to leave Act II, Scene 2 out of the reading versions of the play?
This answer should be about 2 to 5 sentences long and requires no paragraph format. Textual evidence is not
required in this answer, but you should use it as needed.
4.
Discuss the theme of hysteria in Arthur Miller’s “The Crucible.” Support your discussion with evidence from and
analysis of the text. In other words… What is Miller’s comment about how people tend to view, react to, and deal
with hysteria and how is this demonstrated in “The Crucible”? Provide evidence from the play, using embedded
(half-and-half) direct quotes, and explain/warrant the evidence you present.
5.
Discuss the theme of guilt in Arthur Miller’s “The Crucible.” Support your discussion with evidence from and
analysis of the text. In other words… What is Miller’s comment about how people tend to view, react to, and deal
with guilt and how is this demonstrated in “The Crucible”? Provide evidence from the play, using embedded (halfand-half) direct quotes, and explain/warrant the evidence you present.
6.
Discuss the motif of empowerment in Arthur Miller’s “The Crucible.” Support your discussion with evidence
from and analysis of the text. In other words… What recurring ideas, images, and symbols in the play represent
empowerment? Provide evidence from the play, using embedded (half-and-half) direct quotes, and
explain/warrant the evidence you present.
7.
Explain how “The Crucible” is ultimately a play about redemption. Support your discussion with evidence from
and analysis of the text. In other words… What happens in this play, what do characters say and do, to improve
and make things right, to absolve themselves, forgive themselves, clear their conscience? Provide evidence from
the play, using embedded (half-and-half) direct quotes, and explain/warrant the evidence you present.