Activity Overview
When studying allegoric texts, it is important that students understand the concept of allegory as a foundation for the reading. Since an allegory's purpose is to add a deeper, symbolic meaning to the text, students must be able to define the term and spot the references in the work. Allegories like The Crucible hide a moral or political meaning, so it is important that students know the background before starting the play.
In The Crucible, Miller uses the mass hysteria and finger-pointing during the Salem Witch Trials as a comparison to the 'witch hunt' of the McCarthy Trials in the 1950s. In the play, Miller creates many parallels between the hunt for witches and the hunt for communists. For example, during the McCarthy Trials, the accused person would be shown leniency if they gave the names of other conspirators. This meant they often would give up names of people who weren't communists, just so they could escape harsh punishments and fines. In 1692 during the Salem witch trials, people also gave false witness to escape being punished. Those who confessed had their lives spared. Miller expounds his viewpoints through the use of these parallels.
Ask students to create a storyboard that shows the multiple parallels between the text and its allegorical reference. Be sure to check out our lesson on allegory!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows examples of allegory in The Crucible.
- Identify instances of allegory in the text.
- Depict and describe the example of allegory from the text on the left side.
- Depict and describe the reference to the larger issue or event on the right side.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 20 Points | Emerging 17 Points | Beginning 13 Points | Try Again 10 Points | |
|---|---|---|---|---|
| Allegory Identification and Completion | The allegories identified are correct, and all major/important allegories in the text have been addressed. There is a quote or summary provided with each allegory. | Most of the allegories identified are correct, and all major/important allegories in the text have been addressed. There is a quote or summary provided with each allegory. | Most of the allegories identified are incorrect, or some of the major/important allegories in the text are not addressed. Quotes or summaries may not be provided for all of the identified allegories. | Most of the allegories identified are incorrect, or the major/important allegories may be missing, or the allegories provided are too limited to score. Quotes or summaries may be missing or too limited to score. |
| Real-World Examples Identification and Completion | The real-world examples connected to each allegory are correct, showing a thoughtful correlation between the two. | Most of the real-world examples connected to each allegory are correct, and show a correlation between the two. | Most of the real-world examples connected to each allegory are incorrect. | Most of the real-world examples connected to the allegories are missing or too limited to score. |
| Analysis of Allegory and Real-World Example | Analysis of allegories and real-world examples explores a connection between the two that adds insight to the understanding of the text as a whole. | Analysis of allegories and real-world examples shows a connection between the two. There is a basic discussion of how the allegory adds to the understanding of the text as a whole. | Some analysis of allegories and the real-world examples is minimal, unclear, or incorrect. There is an attempt of discussion of how the allegory adds to the understanding of the text as a whole. | Most of the analysis of the allegories and the real-world examples is minimal, unclear, incorrect, or too limited to score. There is no attempt of discussion of how the allegory adds to the understanding of the text as a whole. |
| Artistic Depictions | The art chosen to depict the allegories and the real-world examples are historically appropriate to both the allegory, the work of literature, and the real-world example. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | The art chosen to depict the allegories and the real-world examples should be historically appropriate, but there may be some liberties taken that distract from the assignment. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the art chosen to depict the scenes are historically appropriate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are historically inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
Activity Overview
When studying allegoric texts, it is important that students understand the concept of allegory as a foundation for the reading. Since an allegory's purpose is to add a deeper, symbolic meaning to the text, students must be able to define the term and spot the references in the work. Allegories like The Crucible hide a moral or political meaning, so it is important that students know the background before starting the play.
In The Crucible, Miller uses the mass hysteria and finger-pointing during the Salem Witch Trials as a comparison to the 'witch hunt' of the McCarthy Trials in the 1950s. In the play, Miller creates many parallels between the hunt for witches and the hunt for communists. For example, during the McCarthy Trials, the accused person would be shown leniency if they gave the names of other conspirators. This meant they often would give up names of people who weren't communists, just so they could escape harsh punishments and fines. In 1692 during the Salem witch trials, people also gave false witness to escape being punished. Those who confessed had their lives spared. Miller expounds his viewpoints through the use of these parallels.
Ask students to create a storyboard that shows the multiple parallels between the text and its allegorical reference. Be sure to check out our lesson on allegory!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows examples of allegory in The Crucible.
- Identify instances of allegory in the text.
- Depict and describe the example of allegory from the text on the left side.
- Depict and describe the reference to the larger issue or event on the right side.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 20 Points | Emerging 17 Points | Beginning 13 Points | Try Again 10 Points | |
|---|---|---|---|---|
| Allegory Identification and Completion | The allegories identified are correct, and all major/important allegories in the text have been addressed. There is a quote or summary provided with each allegory. | Most of the allegories identified are correct, and all major/important allegories in the text have been addressed. There is a quote or summary provided with each allegory. | Most of the allegories identified are incorrect, or some of the major/important allegories in the text are not addressed. Quotes or summaries may not be provided for all of the identified allegories. | Most of the allegories identified are incorrect, or the major/important allegories may be missing, or the allegories provided are too limited to score. Quotes or summaries may be missing or too limited to score. |
| Real-World Examples Identification and Completion | The real-world examples connected to each allegory are correct, showing a thoughtful correlation between the two. | Most of the real-world examples connected to each allegory are correct, and show a correlation between the two. | Most of the real-world examples connected to each allegory are incorrect. | Most of the real-world examples connected to the allegories are missing or too limited to score. |
| Analysis of Allegory and Real-World Example | Analysis of allegories and real-world examples explores a connection between the two that adds insight to the understanding of the text as a whole. | Analysis of allegories and real-world examples shows a connection between the two. There is a basic discussion of how the allegory adds to the understanding of the text as a whole. | Some analysis of allegories and the real-world examples is minimal, unclear, or incorrect. There is an attempt of discussion of how the allegory adds to the understanding of the text as a whole. | Most of the analysis of the allegories and the real-world examples is minimal, unclear, incorrect, or too limited to score. There is no attempt of discussion of how the allegory adds to the understanding of the text as a whole. |
| Artistic Depictions | The art chosen to depict the allegories and the real-world examples are historically appropriate to both the allegory, the work of literature, and the real-world example. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | The art chosen to depict the allegories and the real-world examples should be historically appropriate, but there may be some liberties taken that distract from the assignment. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the art chosen to depict the scenes are historically appropriate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are historically inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
How To Discuss the “Hunt for Communists” as an Allegorical Reference in The Crucible
Introduce the Concept of Allegory
Give an explanation of what an allegory is and how Arthur Miller, the author of "The Crucible," utilized the Salem witch trials as an allegory to critique the McCarthyism of his own era. Teachers can also provide other examples of Allegories used in literature that students are familiar with.
Define the Term “Communists”
Begin by providing students with the historical context behind the hunt for communists and defining who exactly are communists. Also, familiarize students with the concept of communism and other social ideologies. Explain the difference between collectivism and individualism as a background to explain communism.
Read the History
Recommend the students to first familiarize themselves with the historical facts so that they can draw a comparison between the story and the reality later on. Students can acquire some background information on the sequence of events, the main people involved, and the political ideologies of the society.
Draw a Comparison
Encourage your students to make comparisons between the people and settings from "The Crucible" and historical persons and events from the McCarthy era. Senator McCarthy, for instance, may be contrasted with someone like Deputy Governor Danforth. Students can link historical facts with the story and figures with the characters to find out the accuracy and the hidden motivations.
Organize Debates and Discussions
Students can organize several debates and discussions on the topics and themes surrounding The Crucible and the actual Salem Witch Trials. This will help them reflect on different subjects and get different perspectives.
Frequently Asked Questions About Analyzing Allegory in The Crucible
What historical setting serves as the backdrop for the allegory in "The Crucible"?
The author of the story “The Crucible” penned down this play in the 1950s when Senator Joseph McCarthy led the battle against purported communists in the American government and entertainment sector. McCarthyism was a time characterized by suspicion, defamation, and the blacklisting of suspected communists. Miller compared the panic and unfairness of that age with the current events of McCarthyism using the Salem witch trials as a historical backdrop. Set in the 1600s during the Salem Witch Trial period, Arthur used extensive symbolism to voice his opinions and the actuality of the events.
What role does the allegory's subject of individual vs. group conscience play?
A major subject in both the play and its metaphorical interpretation is the conflict between the compulsion to conform and individual integrity, as witnessed in characters like John Proctor and Mary Warren. The hunt for communists also has a background in the ideologies of individualism and collectivism.
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Crucible, The
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