Process

This lesson will take at least three class periods: one for research (steps 2 through 4), one for debate (step 5), and one for poster design (step 6). Much of the research can be done outside of the class if students have access to the Internet outside of class. However, if students do not have Internet access at home or the library or a computer lab, this WebQuest could easily take up an entire week of 50-minute class periods. As this project is both English and History related, English and History teachers teaching the same group of students may want to team up on this project. This would cut down on the number of class periods taken up.

1. Students will be assigned to groups of five. Each person in a group will choose to assume the role of one of the following characters: John Proctor, Mary Warren, Danforth, Abigail Williams, and Elizabeth Proctor.

Use your discretion as a teacher in dividing students into groups, keeping in mind who works well together and who does not. As much as possible, you may want to divide students into groups of 3 girls and 2 boys as some students may be uncomfortable in a role designed for the opposite gender.

2. Once students have picked their roles, their job is to become their character. They will use their knowledge of The Crucible and the resources given on their character's page to write a character profile. The profile should include general character traits (such honesty or loyalty) as their reaction(s) to and stance(s) on the witch trials.

This step and the following step will be best carried out in the school's library or computer lab. In an ideal situation, each student would have access to a computer, but they will also find useful information in books and articles in the library. You may want to read over students' character profiles before they move on to step 3 to make sure they are on the right track.

3. Students will learn about McCarthyism and the Communist trials, using the following list of references. They will view these web sites and articles through the eyes of their character, recording information their character would find most relevant. They might find it beneficial to make two lists: one of qualities that would define a communist in their character's eyes and one of qualities their character would disregard in a communist trial.

step 3 references:

Oxford English Dictionary definition of communism

Senator Joe McCarthy: A Multimedia Celebration

"Salem, 1950" by George Marshall

"You Can Trust the Communists (to be Communists)"

Communism and National Security: The Menace Emerges

"The Growth of the Anti-Communist Network"

"The State Steps In: Setting the Anti-Communist Agenda"

HOUSE CONCURRENT RESOLUTION NO. 10

4. Students will read Mr. X's profile and, as their character, decide whether he is a communist. They are encouraged to use both the lists they created in step 3 and the "Questions to Consider" worksheet to aid in their decision. They should be sure they fill the worksheet out as their character.

You will probably want to provide each student with a hard copy of the worksheet.

5. Armed with their character's views, students will discuss Mr. X with their group. They will begin their discussion by allowing each group member a turn to briefly give their opinion and their reasons for their opinion. Once everyone has stated their views, the group can proceed with discussion until a consensus is reached. Students should use their deep knowledge of their characters to provide a persuasive argument sprinkled with specific examples (from The Crucible, from their research on McCarthyism, and from Mr. X's profile). They should remember that as the independent consulting team, their decision must be unanimous as their team's views must be the same to present a strong argument to the House Un-American Activities Commitee.

The group debates should take place during a class period, so that you can monitor them. Groups should be scattered throughout the classroom, so that one group's decision will not effect another's, and you should move from group to group, being available as a mediator should the need arise.

6. Upon reaching a decision, each group should create a poster presenting not only their verdict but also their reasoning behind that verdict. Their posters should be thorough, including a detailed explanation of their reasoning and should be creative, including pictures as well as text.

Specific guidelines for grading posters can be found on the Evaluation page.

Variations:

Students need not present their reasoning and verdict in a poster. If each group has access to a computer equipped with Microsoft Office, they may create a powerpoint presentation. Bear in mind that this may take more than one class period and were students to present their slide shows to the class, you may end up sitting through several very similar presentations. Students may also present their reasoning and verdict in a group paper, which might include sections describing the reasoning and/or persuasion of each character.