Unit 2: The Crucible
Essential Questions for Student Consideration:
- How does a collective fear affect the group or individuals?
- Is hypocrisy a natural human flaw?
- Why and how do religion, politics, and persecution interact?
- Is personal integrity more important than survival?
- Does a governing body have the right to dictate morality?
- Can a work of art bring about change in the world?
General Guiding Questions:
Learning Objectives
- Why do people write stories based on historical events?
- What is the value in considering the historical context of a work of fiction?
- What can these stories tell us that a history textbook cannot?
- What is the difference between ‘telling’ and ‘showing’?
- How well does history lend itself to art? In what ways do historical events lend themselves (or not) to dramatization?
- How does Arthur Miller use history to create a play that continues to speak to audiences today?
Learning Objectives
- Examine the historical context of a consciously historical work of literature
- Compare facts with the fictional or dramatic treatments of the facts
- Ponder the differences between history and literature
- Discuss what makes a drama or tragedy compelling
- Recognize the close ties between a nation's history and culture and the literature it produces
- Consider the ways in which an historical event and a work of literature may mean different things for different generations of citizen readers
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fallacy-project.docx | |
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fallacy_chart.docx | |
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fallacytypes.pptx | |
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mini_character_report.docx | |
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act_iii_questions_a.docx | |
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act_ii_questions.docx | |
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webquest_version_2.docx | |
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Documents 2012
crucible_study_packet.docx | |
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biopoem.pptx | |
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cruciblewebquest.docx | |
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young_goodman_brown.docx | |
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younggbstudyguide.docx | |
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