This is a collection of three video lessons about Arthur Miller and his play "The Crucible." Teaching materials including handouts and discussion questions are included.

This set of lessons extends over several weeks and incorporates all acts of Arthur Miller's play, The Crucible. Students will closely read The Crucible. Students will cite textual evidence and make interpretations about character development. Students will combine the textual evidence with their interpretations and write interpretive statements. In the culminating activity, students will write a character analysis.

In this lesson, students incorporate analyses of characters from "The Crucible" with examinations of original seventeenth-century portraits of Puritans to create a visual portrait of the character. The project culminates in a ŇPortrait Gallery WalkÓ where students present and defend their artwork.

Focuses on this event's legal proceedings and includes the texts to original documents such as examinations, petitions and death warrants. Also contains brief biographical sketches of some of the people named as witches.

Discusses both the play and the movie, "The Crucible." Includes information about why the play was written.

This video and support materials detail the Hollywood blacklist and House Un-American Activities Committee, chronicling the fear of Communism and resulting blacklist based on political ideology. The video is from the American Masters film None Without Sin. This resource is best used during or after a lesson on the Red Scare and the Cold War. Using video, text, and text-dependent discussion questions, students will better understand the public investigation in allegations of Communist activity in the US during the early years of the Cold War.

This Hyperdoc asks students to read background and primary source material from the Salem Witch Trials and the McCarthy Trials in order to understand a primary theme from the play The Crucible by Arthur Miller. The Hyperdoc asks students to consider the way that fear impacts people by presenting opportunties for students to consider fear in their personal lives, in history, and in current events.