The Crucible

66 7. Have students brainstorm and list human frailties found in the character(s) and suggest who possesses each frailty: lust – John Proctor pride – Reverend Hale greed – Reverend Parris revenge – Mrs. Putnam ignorance – Giles Corey self-indulgence – the girls dishonesty – Abigail, the girls, John Proctor Or they could look for the Seven Deadly sins: pride, greed, envy, wrath, lust, gluttony (pertains not only to food but other goods, entertainment or the company of others) and sloth.

8. Frequently in serious literature one character assumes the role of the voice of reason. In Act one of The Crucible, the voice of reason is Rebecca Nurse; later on John Proctor is. Have students examine the play for ways in which Rebecca and Proctor attempt to apply reason to the situation.

9. Students can develop a chart that visually presents the rise of action in the plot.

10. Dramatic readings [of any scenes] that are key to plot development can be presented to the class.

11. The language in the play is probably not unfamiliar to students, but its usage is. Students can examine the play for terms that are used in association with witchcraft.

12. It is interesting for students to search for examples of irony: "I'd almost forgot how strong you are, John Proctor!" "I never knew the lying lessons I was taught by all these Christian women and their covenanted men!" "The marks of his presence are definite as stone."

What is meant when John uses the metaphor "your justice would freeze beer"? Or when he says the metaphor "the man dreams cathedrals, not clapboard meeting houses"? What does Hale mean when he says "theology . . . is a fortress"?

What does an individual's ability to use figurative language, such as metaphors, tell you about that person? Which characters in the play speak in metaphors?

13. Students might also discuss the various meanings of color words such as white, black, and blush as used by the characters. It is also interesting to note how gender specific pronouns are used—witches, for example, are always "she" but some men are also accused of witchcraft.

14. Students can begin a discussion that can continue throughout the reading of the play about why Miller chose the word crucible for its title.

15. In small groups students can research the relationship of the court and the church in colonial New England and report on their research to the class.