Download “A Witch Hunt”:The Puritans and Joseph McCarthy/House Un

“A Witch Hunt”:The Puritans and Joseph McCarthy/House Un-American Activities
Committee
Stacey Burchette
Content Area
This lesson is designed for a high school American history class and is designed
to cross over into drama and American literature. The lesson is intended for high school juniors
or seniors. At this point in the students’ development, most have been exposed to a variety
different texts and their ability to reason in the context of the media is becoming more astute.
According to Piagetian theory, the students are well into the stage of their cognitive development
where they can thinking abstractly which it crucial for their ability to interpret symbolism make
complex analysis of the media. This lesson is particularly intended to demonstrate how the arts
are reflective of the social condition and experiences of the time in which the art is created. As
active members of society, it is important for students to not only be aware of what views are
being expressed around them, but how to express their own. While in the past, revolutionary
ideas were disseminated through printed text, we now have technology that allows these ideas to
be spread quickly and globally. The usage of media is becoming a normal aspect of life, and
teaching students how to most effectively consume the media will allow them to utilize it as a
tool rather than it being a scourge to their learning. A study by the Kaiser Family Foundation
indicated that 65% of moderate media users made good grades which is a difference of only 1%
when compared to light users. This seems to indicate that media can be consumed moderately
and still perform well academically. The same study found that 71% of children and adolescents
ages eight to eighteen have a television in their bedroom. The access to media is widespread and
students certainly are taking advantage of that accessibility. If the undirected usage has little
negative effect on learning, then the informed consumption of media may help improve
achievement. The media which will be analyzed in this lesson is the 1996 film version of “The
Crucible.” The film is employing a technique of expression that was once only in the domain of
printed text: the allegory. The movie is based off of a play by Arthur Miller who also wrote the
screenplay for the film. Careful analysis of the film will reveal that Miller was making a very
profound statement concerning the social injustices inflicted upon citizens during the “red
scare.” Often times, it is too perilous to make public one’s ideas and opinions, but the media
provide routes through which ideas can be expressed without consequence. Arthur Miller and
many others were subjected to a “witch hunt” of sorts in the search of congress for communist
sympathizers. Miller may not have been able to call out the absurdity of McCarthy's hunt, but he
certainly could criticize it in the context of Salem, Massachusetts.
Content Area Standards
The North Carolina Standard Course of Study for United States history lists the following
standards:
● 11.01 Describe the effects of the Cold War on economic, political, and social life in
America.
● 11.06 Identify political events and the actions and reactions of the government officials
and citizens, and assess the social and political consequences.
Though “The Crucible” is set in seventeenth century New England, the period of time in which
it was written was post WWII in a time wherein communism and those who supported it were
believed to be the greatest threat against the United States. The events that inspired the writing of
“The Crucible” were directly the result of the tensions created by the Cold War.
The Common Core Standards for history/social studies and literature includes the following:
● Evaluate an author’s premises, claims, and evidence by corroborating or challenging
them with other information.
● Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
The interdisciplinary nature of this lesson arises from the fact that Arthur Miller was a
playwright and that he was heavily involved in the politics of his time because he was brought
before the House Un-American Activities Committee under the suspicion that he was a
communist sympathizer. The issues relevant to the study of American history will surface as the
motivations of the writer are analyzed.
The North Carolina Professional Teaching Standards includes the following:
● Teachers understand how the content they teach relates to other disciplines in order
to deepen understanding and connect learning for students.Teachers promote global
awareness and its relevance to the subjects they teach.
Rationale for Media Literacy Education
Nearly any interaction between humans is an exchange of ideas. Spoken
conversation, text messages, a homemade video, even a shrug of the shoulders all serve to
convey an idea from the mind of the sender to the receiver. The human body could be considered
the first source of information; languages were developed that allowed humans express ideas as
abstract concepts where a series of sounds were understood to represent some aspect of
existence. The printing press put revolutionary ideas in the hands of nearly anyone where before
printed text was a luxury of the social elite. As these routes for information become more
accessible, the ability to interpret and understand the information became skills that were valued
greatly by society. Advances in technology have widened the scope of media and information
dissemination far beyond what it had ever been previously. The ability to understand, interpret,
and create information using various forms of technology is at the heart of media literacy.
Technology can include something as advanced as a computer or iPad to something as simple as
a few letters scrawled on stationary. The idea of media literacy closely parallels the concept of
literacy in its traditional sense. Literacy is defined as the ability to read and write printed
communication. Literacy at this most basic level can be expanded to include skill in
understanding more complex ideas, or writing with skill and eloquence. What is expected of
students with regard to literacy in the traditional sense should also be taught with regard to other
forms of media such as film and music, among a multitude of others. In the most fundamental
sense, media serves to impart information. Regardless of whether students are reading printed
text or watching a film, the ability to think critically about the information they are receiving is
essential in any instance.
As is the case with traditional printed text, the intake of information through media is
hardly isolated to the classroom. More so now than at any time before, media are encountered
daily, if not almost constantly by students. Craig Lambert (2009) stated, “In the last two or three
decades, Western culture has shifted its appetites toward images, film, and video. Word-driven
media like newspapers are thinning out while video agoras like YouTube grow exponentially
and threaten to eclipse even television” (Lambert, 2009). Technology has made it possible for
media to be available nearly anywhere and at any time. Music and video are available on cell
phones, computers, portable media devices, etc. It is quite possible for a student to intake media
constantly without interruption. In some respects, printed text made this possible in that a book
or paper could be taken anywhere and read given that there was sufficient light. Nearly anyone
would agree that it is entirely possible to be exposed to the contents of a book, yet not properly
consume the information. This is not isolated to printed text, it is quite common for someone
to listen to a song and not have the slightest idea of what the lyrics said. One can watch a film
and reach its conclusion without grasping what the filmmaker wished to convey. Information in
general can be taken in, but not properly processed. The accessibility of information and media
is not an issue, the proper processing of the information is, however. Matt Richtel (2010) stated,
“as some parents and educators express unease about students’ digital diets, they are intensifying
efforts to use technology in the classroom, seeing it as a way to connect with students and give
them essential skills” (Richtel, 2010). With students having constant exposure to media, it is vital
that they have the skills to process and comprehend the information they are receiving.
Skills needed by students to succeed in the twenty first century range from the
very technical to the abstract. The ability to use computers is nearly indispensable for almost any
career in the present day. Knowing how to operate various forms of technology is a basic and
knowing how to read and write. However, reading and writing are only the beginning of the
process. Students are taught to read and write with the expectation that they will one day be
writing analyses of works such as Shakespeare’s plays or the novels of Charles Dickens. Though
writing an essay about existentialism and creating a video for a project may be different tasks,
they require the same underlying skill: critical thinking. This skill can be developed in a variety
of ways. Traditionally, we could have students read a poem and then explicate it. The depth of
the interpretation will depend on the depth of the student’s reasoning. The same skills are
employed when students are shown a film and then asked how the camera angle or the sound
used conveys a particular idea. Media literacy requires students to dig deeper into the material
than what is normally done. Gregory Michie (1999) stated, “Better to teach them to become
more discriminating themselves, to be able to see through the glitz and pseudo-style of a
program to what lies underneath” (Michie, 1999). Students must make connections between
different abstract concepts and weave together a coherent interpretation. The Common Core
Standards indicate the following, “To be ready for college, workforce training, and life in a
technological society, students need the ability to analyze and create a high volume and
extensive range of print and nonprint texts in media forms old and new.” The modern age is one
of information, and the exchange thereof is important, if not central, to nearly any career.
Media and Materials
The media for this lesson is from the 1996 film “The Crucible.” It was directed by
Nicholas Hytner and the screenplay was written by Arthur Miller who also wrote the original
script for the play in 1953. The film was nominated for two Oscars.
The specific piece of the film that will be used for deconstruction is a scene from
act three where Abigail Williams is confronted by John Proctor in court. In particular, the
positioning of the characters (mise-en-scene) and the cinematography will be examined.
Materials required will be either a computer with internet access or a DVD player and
the DVD itself. The lesson will be more of a discussion, taking notes will be left to the discretion
of the students. supplies for making the posters might include poster board, markers, colored
pencils, etc.
Media Analysis and Evaluation Activity
Teacher Notes/Questions/Hypothetical Student Answers
The context in which media is created can provide very important information with
respect to the nature of the media. One fundamental principle concerning media is that it is
constructed and media is designed with some intention on the part of the creator. As we analyze
Miller’s “The Crucible,” it is important to bear in mind the circumstances that surrounded its
creation. At this point in time in American history when the original script was written, namely
the 1950s, there was widespread hysteria concerning communism and its spread. The panic
resulted in both the United States House and Senate launching a witch hunt of sorts which is
obviously the issue being addressed in Miller’s allegorical play. The hollywood blacklists and
questioning before the house and senate led by the House Un-American Activities Committee
and Joseph McCarthy respectively call to mind images of inquisition and “trial by fire.” From
Miller’s point of view, the antagonists sought to gain something, and they were willing to take
any measures they had to in order to obtain that. Of all the characters in “The Crucible,” Abigail
Williams and Mr. Putnam had the most to gain, which would explain why they were so
supportive of the witch trials. Though Reverend Parris, Judge Danforth and the others pursued
the trials, it was out of an earnest desire to rid their land of this perceived witchcraft. Williams,
however, saw it as an opportunity to rid herself of Elizabeth Proctor and Putnam saw it as a
chance to gain land that was under dispute. Their support of the trials obviously was driven by
unseen motivations, and this is paralleled by the use of propaganda. It could be argued that
Williams and Putnam were the propaganda for the trials in “The Crucible.”
General Questions
These questions are intended to encourage students to think about the nature of propaganda and
set the scene for viewing the material.
1. What is the purpose of propaganda?
Propaganda is intended to persuade the viewers to adopt the way of thinking of those who
created the material.
2. What might be an example of ethical use of propaganda, if there is such a use?
Propaganda can be used to encourage the viewers to take action such as getting a vaccine to
protect from a spreading disease or to use good judgement when driving. Alternatively, a student
might argue that any propaganda is an attempt push one person’s way of thinking on another.
3. How might one distinguish between propaganda and informative material?
The difference lies in the creator’s intention. If the material is designed to persuade, it may be
propaganda. If it is meant to inform, then it may be informative. The presence of obvious bias
may indicate that the material may be more persuasive in nature.
4. Could Arthur Miller’s work be considered propaganda against the House Un-American
Activities Committee?
Arthur Miller used the medium of an allegory to make a statement about what had happened.
This is more artistic in nature rather than persuasive. A student could also argue that Miller
intended for his work to persuade people to not support the HUAC and Joseph McCarthy.
5. Miller’s work was written originally as a play script and then a screenplay for a movie. Does
the format in which his work was presented affect the effect on the consumers of the media?
The message that Miller wanted to convey is the same, it is just conveyed through a different
medium. A student could also argue that because the play was written during the actual time in
which the HUAC and Joseph McCarthy were conducted their trials, the impact of the script will
be different than the movie which was produced nearly four decades later.
These questions can be used once the media has been presented.
6. Which of the characters in the movie/script most closely parallel the HUAC and Joseph
McCarthy and why?
Students may argue the Abigail Williams is because she is the primary antagonist. Mr. Putnam
is also as likely candidate. Some may also compare Judge Danforth or Hathorne because of their
positions of authority.
7. What visual elements such as clothing, physical appearance, or position in scenes (mise-enscene) indicate that Abigail Williams is the antagonist?
8. How was sound used in the movie to convey the message that Miller had in mind?
In this particular scene, there is an absence of music. The silence helps intensify the situation and
creates a sense of anxiousness.
9. What methods of cinematography (camera angle, depth of focus, wide shot or close up, etc.)
were used to create a particular effect on the audience?
In this scene, Williams is consistently shown from a low camera angle while the judge is shown
from a higher camera angle. Showing a character from a low camera angle creates the effect of
looking up at the character which gives that character a sense of authority. Ironically, it is Judge
Danforth who is depicted from a high angle, causing him to seem inferior.
10. How might one medium or the other with regard to play script and film have an advantage in
conveying the message that Miller had envisioned?
Movies allow for the use of music and sound editing that cannot be implemented on a live stage.
Film also can be edited and effects created digitally that cannot be created on stage. A student
may also argue that in the particular case of “The Crucible,” the play was performed during the
actual time of the HUAC/McCarthy trials, and had more potential because of that.
11. What symbolism do you discern regarding the position of Abigail Williams and Judge
Danforth in the courtroom?
As a culture, we associate the person with authority as sitting in the front of the room while
defendants, lawyers, etc come before the judge as subordinates. The courtroom is laid out in
the traditional manner with Judge Danforth presiding in front of the other attendants in the
courtroom.
12. What is the intended overall effect of this scene and how is that effect created?
This scene is intended to be suspenseful in that there is a struggle emerging between Proctor
and Williams which threatens to overturn the entire tribunal. The reactions of Judge Danforth,
namely his recoiling as Williams storms up to him adds to the tension. There is low depth of
focus in that anything in the background is not clearly visible so that our attention is drawn
entirely to Williams and Judge Danforth.
These questions are intended to be more general in nature and can be used to wrap up the lesson.
13. How might media be an indicator of social and cultural trends? How might “The Crucible”
be viewed in such a way?
Media is intended to communicate information, communication occurs between two parties
which makes it a social interaction at its foundation. The information conveyed by the media is
created in a the context of social conventions and is a social construct itself.
14. Because the script for the play was written in a different social context than the screenplay,
how might this have an effect on the construction of the media?
The social conditions were quite different during the 1950s than they were in 1996. Because both
of these media were intended to be consumed, the audience is taken into account. The audience
of the 1950s is different than the audience of 1996, so it is likely that the media will reflect a
change in audience.
15. Is it common in current films for social opinions to be expressed as they were when
“The Crucible” was written during the communist “witch hunt.”
Films must reflect the ideals within a society because they are constructs of the filmmakers.
Whether they are aware of it or not, a film will reflect opinions and ideals both overtly and less
obviously such as the music used, camera angles and other cinematic details.
Production Assessment
Propaganda has been one of the most influential forms of media and it has been
implemented in some of the most pivotal moments in history. Particularly prominent was the use
of posters. To assess the students’ understanding of the material and concepts we have studied,
the students will be assigned the task of creating their own propaganda posters. Students will
have the option of creating a hand-drawn poster or they can can utilize a computer. Student will
base them off of the design and techniques used during the “Red Scare.” The twist, however, is
that the posters will be propaganda encouraging the turning in and general opposition of witches
in the context of seventeenth century Salem, Massachusetts. In terms of media literacy, this
activity will demonstrate to the students how potent media can be and that skepticism is
important when viewing media. Media is not inherently good or bad, so it is the responsibility of
the media consumer to determine the credibility of the media they are taking in. This can be
supported by examining the effectiveness of anti-communist propaganda in creating an
atmosphere of fear and opposition against communism in post World War 2 America.
Example of assessment:
References
Lambert, C. (2009). Professor video. Harvard magazine
Michie, G. (1999). Holler if you hear me:the education of a teacher and his students. New York:
Teacher's College Press.
Miller, A. (Writer) (1996). The crucible [Web].
Richtel, M. (2010, November 21). Growing up digital, wired for distraction. The new york times
Uncle Sam Picture (Before editing) University of Virginia http://xroads.virginia.edu/~cap/sam/
sam.htm