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Crucible Final Project

Page history last edited by Russell 14 years, 6 months ago
“The Crucible” Final Project
 
Select one of the following prompts below, whichever seems to meet your learning style best, and complete the project described. You will present your project two class meetings from now, and it will be considered your final exam. The options are:
 
  1. Imagine that John and Elizabeth Proctor are in jail but have not yet met face-to-face as they do in Act 4. In your best handwriting, write a letter from Elizabeth to her husband John. Elizabeth knows they are both headed for the gallows (hanging). In the letter, detail any grievances (complaints) she has with John and their life together, any regrets she has, any blame, and any beliefs she might have. In the same way, imagine John reads the letter and responds. Write a letter from John to Elizabeth in response to hers; it should express how he feels now, and any beliefs/regrets he may have.
  2. There are multiple cases of irony in the play. Select three such cases, and draw a small sketch or cartoon that depicts the events at the “moment of surprise” the audience experiences in each case. Three cases, three pieces of art. On the back of each drawing/sketch, explain in a few sentences how that particular situation is ironic.
  3. Imagine you are a lawyer sent to defend the accused of Salem. You understand the Puritan culture and their strong religious beliefs, and although you know it will be difficult, you must still present a defense to the court. Write the dialog (in play-like format) of the courtroom scene in which you present your defense. In this scene, your dialog should also include interaction with the judges and perhaps a few characters.
  4. Abigail refuses to admit any wrongdoing in the play, and keeps lying to the end, yet we discover in Act Four that she has left town. Why did she leave? Imagine that Abby writes two “Goodbye” letters: one to Proctor, the other to her uncle Reverend Parris. Using your best handwriting, write these two letters from Abby. In each, detail why she is leaving, any regrets she has, any blame, and any beliefs.
  5. John Proctor, despite his best efforts, fails to overthrow Abby and the girls. Despite the fact that he cheated on his wife, we still consider him a kind of hero, so write a song that commemorates him as a hero. His story is tragic, just like the story of the witchcraft hysteria overall, so write a song that will recall the major events in the play, build up Proctor, and make us see him as a hero who fell. Who is the “villain?”
  6. Make a comparison between the hysteria of the Salem Witch Trials and at least TWO of the following: Americans’ view toward Japanese after the bombing of Pearl Harbor; Americans’ view toward people of Middle-Eastern descent after the attacks of September 11; Americans’ view toward Native Americans during Westward Expansion across the North American Continent; Americans’ view toward Communists and Communism during the Cold War, especially in the time of Senator Joe McCarthy. You can create art, a poster, write a speech, write a paper. Just let me know.
 
Each person will present his/her wrap-up activity to the class informally two class meetings from today. First, you will show us or read to us what you created; RELAX! It’s not a formal speech – just tell us about it and how it reveals your knowledge. The class will then have an opportunity to ask you any questions about what you made. Finally, I will ask you the questions below, plus one surprise question on your project. Prepare a good answer to each of these questions before coming to class:
 
1.        Why was this project choice the best one for you?
2.        How does your work show your knowledge of “The Crucible”?
3.        How do you feel about the overall quality of your work on this?
4.        Who was the most memorable character in the play for you, and why?
 
For an “A”:
  • The project itself shows exceptional quality and care in preparation
  • The student’s replies to questions are thorough and deliberate; care was obviously taken in preparation to answer
  • The project itself and the student’s replies show a knowledge that consistently goes deeper than the surface of the play
For a “B”:
  • The project shows good quality and care in preparation
  • The student’s replies to questions are mostly thorough and deliberate; some care was taken
  • The project itself and the student’s replies show a knowledge that at times goes deeper than the surface of the play
For a “C”:
  • The project shows quality and care in preparation, but not consistently
  • The student’s replies to questions are not developed, nevertheless, the student answers the questions
  • The project itself and the student’s replies show good understanding of the play, yet no deeper insights are given
For a “D”:
  • The project meets the requirements, yet quality and care are not evident
  • The student’s replies to questions are minimal, yet reveal a passable level of knowledge and understanding
  • The project itself and the student’s replies show passable understanding of the play; no deeper insights are given
An “F” unfortunately fails to meet minimum criteria.

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