Learning Unit: Revisiting Salem, Author(s): Elizabeth A. Cissi, Grade Level: 11-12, Subject Area: English, The unit will begin with a series of free response journal entries designed to encourage students to consider issues such as freedom, fair treatment, tolerance, and authority.

Planning Guide

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LU Title: Revisiting Salem	Author(s): Elizabeth A. Cissi
Grade Level: 11-12	School Address: Waterville Central
Subject Area: English	School Phone/Fax: 315-841-8830

CONTENT KNOWLEDGE

Declarative	Procedural
Read Arthur Miller's The Crucible in order to gain information about the causes and effects of the Salem witchcraft trials.
Analyze through reading and discussion the concept of the witch hunt.
Using technology, investigate the historical causes and effects of the Salem witchcraft trials.
Using technology, investigate the causes and effects of other witch hunts of historical significance.
Present in the form of a research paper an in-depth analysis of a single political campaign other than the Salem trials which could be labeled a witch hunt.

ESSENTIAL QUESTIONS

Does the student read, write, listen, and speak for information and understanding?
Does the student read, write, listen, and speak for literary response and expression?
Does the student read, write, listen, and speak for critical analysis and evaluation?
Does the student read, write, listen, and speak for social interaction?

INITIATING ACTIVITY

The unit will begin with a series of free response journal entries designed to encourage students to consider issues such as freedom, fair treatment, tolerance, and authority.

Connection to State Learning Standards

Content Area: English

Level: 11-12

Benchmarks:

Standard: Standard 1: Language for Information and Understanding. Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; they will discover relationships, concepts, and generalizations; they will use knowledge generated for oral, written, and electronically produced texts.

Standard: Standard 2: Language for Literary Response and Expression. Students will read and listen to oral, written, and electronically produced texts and performances for American and world literature, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent.

Unit Theme:

Revisiting Salem

Standard: Standard 3: Language for Critical Analysis and Evaluation. Students as speakers and writers will use oral and written language that follows the accepted conventions of the English language to present from a variety of perspectives their opinions and judgments on experiences, ideas, information, and issues.

Standard: Standard 4: Language for Social Interaction. As readers and listeners, students will use the social communications of others to enrich their understanding of people and their views.

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

The students will read The Crucible in order to gain information about the causes and effects of the Salem witchcraft trails.

The students will analyze through reading and discussion the concept of the witch hunt.

Using technology, the students will investigate the historical causes and effects of the Salem witchcraft trials.

The students will present in the form of a research paper on in-depth analysis of a single political campaign which could be labeled a witch hunt.

Reading will be done aloud in class with students taking parts.

Analysis of Puritan theology and its perspective on witchcraft. Also, linkage of the events of the Salem witchcraft trails to McCarthyism.

The students will use the Internet to gather and analyze primary sources on the origins of witchcraft persecution and its effect on American society. The following Internet addresses will be accessed: a) http://204.165.132.2:90/crucible/background/salem.html b) http://204.165.132.2:90/crucible/background/witches1.html c) http://204.165.132.2:90/crucible/listaccused.html d) http://204.165.132.2:90/crucible/background/1692-carrier.html e) http://www.law.umkc.edu/faculty/projects/ftrials/salem/ASAL_BI.HTM f) http://www.law.umkc.edu/faculty/projects/ftrials/salem/SAL_DE.HTM g) http://www.law.umkc.edu/faculty/projects/ftrials/salem/ASAL_DE.HTM h) http://www.law.umkc.edu/faculty/projects/ftrials/salem/ASA_REC.HTM I) http://www.rootsweb.com/~nwa/sm.html

The students will use the Internet to investigate the details surrounding other witch hunts of historical significance beginning with the following Website: http://204.165.132.2:90/crucible/whunts/huntable2.htm

Review process of writing a research paper according to Modern Language Association (MLA) guidelines

Graphic Organizers

Discussion

Collaboration: Think, Pair, Share

Graphic Organizer (Elements of a Witch Hunt)

A number of teacher-developed graphic organizers will be used to encourage students to construct meanings they read. Students will consider the following issues in individual assignments: 1. Analyzing Perspective 2. Analyzing Fallacies in Argumentation 3. Analyzing Bias 4. Evaluation Sources 5. Determining Cause and Effect 6. Moral Decision-Making

a) The following questions will be used to guide discussion on Puritan theology: 1. Who were the Puritans? 2. Why did they cross the Atlantic? 3. What is predestination? 4. What is the Doctrine of Limited Atonement? 5. What is original sin? 6. What is a theocracy? 7. How did the Puritans view the Devil? 8. What is the Devil's purpose on Earth? 9. What are witches? How do they do the Devil's work?

b) The following questions will be used to guide discussion on McCarthyism: 1. Who was Senator Joe McCarthy? 2. What was his role? 3. What was McCarthyism? 4. What has the term come to mean today? 5. How is McCarthyism still impacting American society today? 6. What are the parallels between the Salem witchcraft trials and the McCarthy hearings?

Working with a partner, the students will review the primary sources. Together they should be able to work through the barrier of archaic language to arrive at the main points of the reading.

**The students will access the indicated Internet address and choose one of the following witch hunts on which to concentrate: a) Armenia b) the Holocaust c) Bosnia d) Japanese internment camps e) the Acadian deportation f) Apartheid. They will then review the site in its entirety and attempt to piece together the different elements to determine the correlation between the Salem witchcraft trials and the political campaign they have chosen to investigate. They will end by completing a graphic organizer accordingly. (see attached sheet for graphic organizer and coordinating assignment)

The students will select an appropriate topic according to the unit guidelines. They will prepare a preliminary bibliography, take notes by summarizing and paraphrasing, and quote. They will collect information, write a draft, revise and edit, and prepare a final copy.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… The students will be refining their understanding of the causes and effects of the Salem witchcraft trials.

The students will access the following web pages:

a) http://204.165.132.2:90/crucible/background/salem.htm

b) http://204.165.132.2:90/crucible/background/witches1.htm

c) http://204.165.132.2:90/crucible/listaccused.htm

Comparing
Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

The students will read The Crucible aloud in class. After completion of the play, they will analyze the character of Abigail Williams and examine her reasons for attempting to manipulate John Proctor, Elizabeth Proctor, Mary Warren, the court, and the other afflicted girls. In small discussion groups, the students will attempt to resolve the following questions: Who or what was responsible for the witchcraft hysteria of Salem Village? They should list and explain fully as many causes as possible. They will then answer the following question in essay form: To what extent did Puritanism contribute to the religious and social climate that resulted in the events that occurred in Salem in 1692?

The students will read and abstract the primary source information in these sites working in pairs. They will then answer the following questions: a) Describe two different kinds of witches and the hallmarks of each. b) Was witchcraft ever against the law? c) What was the difference between the witch described in Puritan theology and the medieval witch? d) Why were the victims of Salem accused of witchcraft? What properties did they share? e) Why was belief in the witch as the Devil's assistant so prevalent in late 17th century New England? In Salem specifically?

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Interprets Generalization and Principles	Interprets Information	Articulates Conclusions
Weights
4	Provides accurate interpretations that show insight into the information from which they were made. Reflects a study or familiarity with the particulars of the topic.	Draws conclusions that reflect clear and logical links between information and interpretations made from them. Rationale for interpretation shows thoughtful and accurate attention to the process of induction.	Demonstrates and understanding of the generalizations or principles that is accurate and provides a unique perspective on the topic.
3	Provides interpretations that, with few exceptions, are valid and say something important about the topic.	Presents conclusions that, with few exceptions, follow logically from the selected information.	Demonstrates an understanding of generalizations or principles that is accurate and contributes to an understanding of the topic.
2	Provides some interpretations that are based on significant misunderstandings of the subject matter.	Presents some conclusions that present erroneous interpretations made from the information.	Demonstrates a somewhat inaccurate understanding of the generalizations or principles.
1	Significantly misinterprets the information. The interpretation has no bearing on the area or is clearly illogical.	Draws many erroneous conclusions from the selected information and cannot satisfactorily describe rationale behind the conclusion.	Demonstrates an incorrect understanding or interpretation of the generalizations or principles.

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
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Score Point 2	Score Point 1
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Learn to Learn Skills:

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Unit Schedule/Time Plan:

Written Overview: