The+Crucible

=//The Crucible// Teaching Ideas:=

[|http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-...]

[|Crucible Sim.doc],

[] Scavenger Hunt [|www.salemwitchtrials.org/home] http://www.youtube.com/watch?v=oLeTIzESlhY&feature=PlayList&...


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 * [[image:http://static.ning.com/socialnetworkmain/widgets/forum/gfx/fileicons/ppt.gif?v=201108022129 link="http://englishcompanion.ning.com/group/teachingtexts/forum/attachment/download?id=2567740%3AUploadedFi38%3A168950"]][|crucibleintro.ppt], 1.5 MB
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I have several **reasons** for running the simulation. 1. Students understand mass hysteria better when they have experienced a little bit of it themselves 2. Students relate to the text easier and see the correlations between fiction and reality 3. Students gain a better understanding of how and why the "innocent until proven guilty" concept was instituted in America 4. It's fun and the kids really become engaged in the text and the story

As for the **running the simulation**... I have the students decide the reasons students could be accused of being a witch. However, this is after some extensive explanation that the activities have NOTHING to do with religious beliefs. I give them some examples and clarify what is off limits. The goal is to have fun, not hurt each other; thus, some of the reasons might be: can't rap, can't dance, can't do the splits, can't do 10 push-ups, can't be silent for the entire period, etc. There are no reasons related to looks, clothing, or behavior.

I group the students in groups no larger than four people. I have them create little Puritan people (glued to popsickle sticks) and a house for their group. Cut some slits in the picture of the house and slid the popsickle sticks through the holes to be in their home; then hang all of the homes around the classroom.

They are told that they're goal is to stay together as a family. After discussing some basic background info on Puritans and their beliefs, we run the first accusation. Each family gets one vote that names the possible witch in the class with three reasons why from the list we created earlier. These three people are named and placed in "jail" (stapled to a bulletin board away from the homes) to await interrogation the following day at the end of class. Change the decisions that given if you feel that the students are targeting someone specific or trying to be mean; also, be sure that the first ones chosen will try or want to participate in the game. In other words, avoid the quiet, shy students that would be really uncomfortable with being accused and participate the game. Then we finally begin the play. I play a dramatized audio recording and the class follows along.

I do use some reading strategies to ensure that students are understanding what is transpiring in the play. We also stop periodically to discuss actions and portions of the play.

The following day, I talk to the three students as they are coming into the class. Explain to them that I will be sort of "bitchy" and try to force them to defend themselves. They have the right to tell me no and defend themselves, but I want to make sure that they are prepared for me to be different than I usually act. I start with the interrogation and re-engage the students in the activities. I try to force them to defend themselves, leading the class to believe that they are "guilty until proven innocent." The student's then cast a vote after the interrogations, and I announce the "guilty" party after we have gotten back into the story. The "not-guilty" get to go home while the "guilty" is left in jail for sentencing.

FYI - you will NEVER get to sentencing.

I try to make at least three rotations of accusations and interrogations before the end of Act II, when students realize they only need to admit to being a witch to get out of jail and go home.

Salem Witch Trials Game - National Geographic

=Comparison Paper:= []