The Crucible

Essential Question:

How do American authors use language and rhetorical choices to convey their message? How can we, as writers, use language and rhetorical choices to convey our message?

Portrait of a Graduate:

Critical Thinking

Communication

Inquiry Question:

Is personal integrity more important than survival or self-preservation?

2. Inquiry Question:

How do individuals react under pressure (or a crucible)? What does that tell us about them?

3. Inquiry Question:

Does power corrupt justice?

Can deception ever be ethically justified?

Student Outcomes:

Students will be able to identify and analyze the theme and purpose of Miller’s argument in The Crucible.
Students will be able to identify & explain fallacies used by characters in the play.
Students will be able to write an argument supported with relevant evidence and reasoning.

2. Student Outcomes:

Students will be able to identify and analyze the theme and purpose of Miller’s argument in The Crucible.
Students will be able to identify & explain fallacies used by characters in the play.
Students will be able to write an argument supported with relevant evidence and reasoning..

3. Student Outcomes:

Students will be able to identify and analyze the theme and purpose of Miller’s argument in The Crucible.
Students will be able to identify & explain fallacies used by characters in the play.
Students will be able to write an argument supported with relevant evidence and reasoning.

Skills Demonstrated:

Literary & rhetorical analysis
Collaborating in class discussions
Creating arguments
Vocabulary

Standards:

R2
R3
R4
R5
R9
W1
W9
SL1
SL3
L4

Additional Skills:

Resources:

“Herd Behavior” by Common Lit; “Half-Hanged Mary” by Margaret Atwood; “Love is a Fallacy” by Max Shulman

Beyond grade level: “Sinners in the Hands of an Angry God” by Jonathan Edwards

[Our Hidden Google Drive Resource link]