Download The Crucible, Act IV

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The Crucible, Act IV, by Arthur Miller
Build Vocabulary
Spelling Strategy Words ending in a silent e drop the e before a suffix beginning with a
vowel. The rule affects these Word Bank words: purge + ed = purged; tantalize + ed = tantalized; beguile + ed = beguiled; cleave + ed = cleaved; conciliate + ory = conciliatory; and retaliate + ion = retaliation.
Using Words From Myths
Myths are fictional stories that account for natural phenomena or explain actions of gods.
As English was developing, many writers and speakers were familiar with classical learning,
including mythology. Thus, English includes names and stories from the myths of various
cultures, and many words originate in these ancient tales.
A. DIRECTIONS: Use a dictionary or other resource to explain the mythological origins of the following words.
1. echo_____________________________________________________________________________________
2. volcano __________________________________________________________________________________
3. Wednesday ______________________________________________________________________________
4. museum_________________________________________________________________________________
Using the Word Bank
agape
conciliatory
beguile
floundering
retaliation
adamant
cleave
sibilance
tantalized
purged
B. DIRECTIONS: Match each word in the left column with its definition in the right column. Write
the letter of the definition on the line next to the word it defines.
____
1. agape
a. hissing
____
2. conciliatory
b. cling
____
3. beguile
c. tempted
____
4. floundering
d. purified
____
5. retaliation
e. open
____
6. adamant
f. charm
____
7. cleave
g. reprisal
____
8. sibilance
h. resolute
____
9. tantalized
i. appeasing
____ 10. purged
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j. struggling
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
The Crucible, Act IV, by Arthur Miller
Grammar and Style: Commonly Confused Words: raise, rise
Do not confuse the verbs raise and rise. The verb raise means “to lift up.” The verb rise
means “to go up” or “to get up.” If a thing is going up by itself, use rise. If it is going up through
the action of someone or something else, use raise. Raise always has a direct object, and rise
never does.
Example: The tide rises with each passing hour.
Example: The surging water raises the boats.
The following chart summarizes the forms of the two verbs:
Verb
Present
Present
Participle
Past
Past Participle
raise
(takes object)
raise, raises
raising
raised
(have) raised
rise
(no object)
rise, rises
rising
rose
(have) risen
A. Practice: In each of the following sentences, write the appropriate form of the verb rise or
raise. For those sentences using a form of the verb rise, underline the subject performing the action. For those sentences using a form of the verb raise, underline the direct object of the action.
1. In Act IV of The Crucible, hopes ___________________________ that Danforth may yet stop
the injustice.
2. Reverend Hale finally ___________________________ his voice against the proceedings at the
end of Act III.
3. Although Parris ___________________________ no objections earlier, by Act IV he might also
be ready to quit the folly.
4. Perhaps it would be a wise move for Danforth somehow to stop the hysteria and chaos that
are ___________________________ in the village.
5. But if Danforth’s doubts are ___________________________, he also has a problem: what
about those already executed?
6. Although Proctor would like to live, if his hopes have ___________________________, he has
given no sign.
7. As the sun ___________________________, the pressure and suspense reach their peak.
B. Writing Application: Write a sentence using the indicated form of raise or rise.
1. (raise, present)___________________________________________________________________________
2. (rise, past participle) _____________________________________________________________________
3. (rise, past) _______________________________________________________________________________
4. (raise, present participle) _________________________________________________________________
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The Crucible, Act IV
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Unit 6: Prosperity and Protest
(1946–Present)
Name _____________________________________________________
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Name _____________________________________________________
A T
Date ___________________
The Crucible, Act IV, by Arthur Miller
Reading Strategy: Apply Themes to Contemporary Events
In The Crucible, Arthur Miller writes about a town in the grip of fear. Miller’s play also refers
to paranoia in America during the 1950’s, when fear of communism was widespread, and even
knowing a person “soft” on communism caused one to be suspected of treason.
The play also has as one of its themes the nature of belief and systems of “truth.” What went
so wrong in Salem in the 1690’s? How could some people in the 1950’s lose their good judgment? Does thinking like this still occur today?
DIRECTIONS: Write the significance of each of the following passages to the play. Comment on
what it might also have meant to Americans in the times of McCarthyism in the 1950’s. Finally,
express what meaning the passage may have today about particular or general issues. Write
your answers in the space provided.
1. They believed, in short, that they held in their steady hands the candle that would light the world.
We have inherited this belief, and it has helped us and hurt us.
2. The witch-hunt was a perverse manifestation of the panic which set in among all classes when
the balance began to turn toward greater individual freedom. . . . It is still impossible for man to
organize his social life without repressions, and the balance has yet to be struck between order
and freedom.
3. In the countries of the Communist ideology, all resistance of any import is linked to the totally
malign capitalist succubi, and in America any man who is not reactionary in his views is open to the
charge of alliance with the Red hell.
4.
DANFORTH: In an ordinary crime, how does one defend the accused? One calls up witnesses to prove
his innocence. But witchcraft is ipso facto, on its face and by its nature, an invisible crime,
is it not? Therefore, who may possibly be witness to it?
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© Prentice-Hall, Inc.
11SS_U6_cruc350
5/6/01
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
The Crucible, Act IV, by Arthur Miller
Literary Analysis: Theme
The havoc that fear and suspicion can wreak if not countered by reason is the most obvious
theme of The Crucible. A theme is a central idea or insight that a writer tries to convey in a literary work. Miller’s depiction of paranoia in Salem and his references to America in the 1950’s
make clear his ideas on the topic.
A work of literature may have more than one theme. Miller carefully intertwines other topics
and themes as well. The personal motivations of the characters, for example, contribute to their
fates along with the religious issue of witchcraft. John withholds critical information about Abigail, for example, because of his past relationship with her. Hale’s academic pride blinds him to
hysteria’s momentum for too long. How does Miller spin these threads into themes about people and how they behave? What themes does he express?
DIRECTIONS: Use the following chart to help you identify themes in The Crucible. In the first column are subjects or topics that Miller addresses in the play. In the second column, write a sentence that states a theme about each topic that the events in the play express. In the third column, list the events or evidence in the play that points to the theme you’ve identified.
Topic
Theme
Events in Play
1. Guilt
2. Revenge
3. Pride
4. Intolerance
5. Authority
6. Integrity
© Prentice-Hall, Inc.
The Crucible, Act IV
329
Unit 6: Prosperity and Protest
(1946–Present)
Name _____________________________________________________