Act One
SMIC, AP LANG & COMP
with Mrs. Ma
This play is not history in the sense in which the
word is used by the academic historian.
Dramatic purposed have sometimes required
many characters to be fused into one; the
number of girls involved in the “crying-out”
has been reduced; Abigail’s age has been
raised; while there were several judges of
almost equal authority, I have symbolized
them all in Hathorne and Danforth.
However, I believe that the reader will
discover here the essential nature of one of the
strangest and most awful chapters in human
history. The fate of each character is exactly
And there is no one in the drama who did not
plan a similar – and in some cases exactly
the same- role in history.
As for the characters of the persons, little is
known about most of them except in what
may be surmised from a few letters, the trial
record, certain broadsides written at the
time, and references to their conduct in
source of varying reliability. They may
therefore be taken as creations of my own,
drawn to the best of my ability in conformity
with their known behavior, except as
indicated in the commentary I have written
for this text.
Arthur Miller, The Crucible
 What happened in Act One?
Discuss the significance of Miller’s extensive
notes (essays) regarding the historical
background of the play and actions.
Miller’s general purpose is to inform, but are
there instances where Miller’s present-tense
voice intrudes into his commentary?
Do you find this informative passage helpful or
counterproductive?
If directing the production of this play on stage,
how would you convey this information to the
audience?
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Written in 1953, Miller deliberately crafted
authentic language for his characters that
differs from modern language.
Miller used examples of writing from the late
17th century as models; he wanted the
characters’ language to sound realistic for
that time period.
It works because so often the characters’ way
of speaking seem awkward or out of date.
Can you find examples?

What are the meanings of:
Sport (line 93)
 Dumb (line 101)
 Compromise (line 125)
 White (line 128)
 Discharged (line 132)
 Cold (line 138)
 Element (line 198)
 Pray (line 201)
In pairs/trios, answer and then report to class.
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Why use the contractions in the text,
especially contractions that replace the final
g in the –ing ending?
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Layin’ (line 211)
Nothin’ (line 218)
Pullin’ (line 221) and several others throughout
Answer: These shortened endings recreate
the sound of informal, excited, rushed speech
and show the character of the person
speaking.

Examine Miller’s description of
 Ann
Putnam pg 144,
 Thomas Putnam pg 145
 John Proctor pg 148
 Rebecca Nurse pg 150
 Giles Corey pg 151
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Miller complicates the plot by revealing
conflicts between various Salemites. Using
the mini-essays, can you pair characters who
are in conflicts and briefly describe what lies
between them in the past and present?

Example, LAND: Francis Nurse had a land war
with a Putnam relative (past); Putnam may be
among those in Salem who resent Nurse’s social
status (present).
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As Miller waxes philosophical in his mini-essays,
his diction becomes more difficult. What are
some examples of this found in the mini-essay on
pp 155-158?
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Propitiation “an act that calms or pleases someone”
Klatches “gatherings”
Fetishes “objects believed to have magical power”
Resurgence “return” or “revival”
Mores “accepted standards of behavior”
Laxity “looseness”
Atomization “breakup”
Yeomanry “farmers (as a group)”
Tracts “religious writings”
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Re-read Parris’s comment in lines 804-805,
pg 158
What literary device does Miller use in these
lines?
Explain the metaphor.
Is there a more delicate way of saying this?

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Do you think Miller intended Giles’s
remarks to be humorous in lines 814831?
Discuss why Miller might add humor to
this scene.
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Reread the exchange between Abigail, Hale, and
Tituba in lines 905-937.
This scene is important to the plot because
it shed’s light on Abigail’s motives.
What does Abigail say Tituba
made her do?
 Why does Abigail accuse
Tituba of witchcraft?
 Why would Abigail single
out Tituba instead of
one of the other girls?
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How does Miller differentiate Tituba’s
character from the others? Give examples.
What literary device?
Why does he do this?
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To remind us that Tituba is not a native speaker
of English. It is not surprising to hear her speak in
dialect, reflecting her upbringing in the culture of
Barbados.
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In the right hand column of page 162,
accusations boost the plot complexity and
emotional intensity of the play.
Whose example finally compels Betty to rise
and speak? What does she say?
Why does Betty cry out “with great relief”?
Why does Hale seem relieved?
Why does Hale want the marshal to come
with “irons”? Which Salemites do you think
the marshal will visit?
 Read
Act Two!