Heather Wickham

Kim
EDIT 7500E
September 4, 2016
Title: Modern Day Witch Hunt
Course: American Literature and Composition
Unit/Chapter Title: Early Americas/The Crucible
Teacher(s) Implementing Unit: H. Wickham
Initially, this project was developed as my Summer 2016 EDIT 6600E final project.
Unfortunately, I didnt score well as a result of poor planning for completion on my
part; therefore, I felt this was a great opportunity to revamp my project as it stems
from a learning opportunity for my students with a focus in the content of our first
unit. As I started sharing the idea of the project with my students, I realized I was
still vastly unprepared and presenting an undeveloped project idea. Luckily, my
EDIT 6360 course focuses on information literacy and our first projects asks us
compare inquiry models for research. I was inspired by the 8Ws, which facilitates
an information-rich learning environment. Students become the critical think and
creator, whereas the teacher is the guide. The 8Ws are: watching (exploring),
wondering (questioning), webbing (searching), wiggling (evaluating), weaving
(synthesizing), wrapping (creating), waving (communicating), and wishing
(assessing). With these steps as a guideline, I was able to establish a concrete idea
of the steps I wanted my students to take while conducting their research on
Modern Day Witch Hunts.
Arthur Millers The Crucible is an allegory of the Salem Witch Trials and McCarthyism
from 1950s. Miller was inspired to write a drama reflecting the mass cultural and
political hysteria produced when the U.S. government sought to suppress
Communism and radical leftist activity in America (McCarthyism 1). To create a
connection for students, they will conduct research on a topic of choice and share
with results with their peers. In an effort to create conscientiously aware students,
posters and handouts will be created after presentation to the class to share with
the Wheeler High School student body.

GSE Standards:
Reading Informational (RI)
Key Ideas and Details
ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over the course of the text.

Integration of Knowledge and Ideas

ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.

Writing
Text Type and Purposes
ELAGSE11-12W2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

Production and Distribution of Writing

ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including new
arguments or information.

Research to Build and Present Knowledge

ELAGSE11-12W7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
ELAGSE11-12W8: Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
ELAGSE11-12W9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.

Speaking and Listening

Comprehension and Collaboration
ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
ELAGSE11-12SL2: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.

Presentation of Knowledge and Ideas

ELAGSE11-12SL4: Present information, findings, and supporting evidence, conveying
a clear and distinct perspective,such that listeners can follow the line of reasoning,

alternative or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range or formal and
informal tasks.
ELAGSE11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
ELAGSE11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.

ITSE Standards for Students:

1) Empowered Learner: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
3) Knowledge Constructor: Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
4) Innovative Designer: Students use a variety of technologies within a design
process to identify and solve problems by creating new, useful or imaginative
solutions.
6) Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
7) Global Collaborator: Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams
locally and globally.
Learning Questions:
How does literature reflect and shape American society?
How have the values, customs, and ideals of early
American literature had an effect on society today and throughout
time?
How do writers effectively use rhetorical strategies to
achieve their purpose?
How are writers influenced by the social, political, and
philosophical ideas of their time?
How does Arthur Miller use rhetorical devices in The
Crucible to persuade his audience of his message?
How is The Crucible an allegory to McCarthyism?
What other Modern Day Witch Hunts can be found in our
society? As informed citizens, how is it our job to share with others the
effects of ostracizing others?

Learning Objectives: Students will...

Select a Modern Day Witch Hunt

 Identify a common fear, trigger, and

scapegoat of the Modern Day Witch Hunt and Salem Witch Hunt
Make connections between the Modern Day
Witch Hunt and the Salem Witch Hunt
Draw conclusions between how these events
impact todays society
Create a presentation to share findings with
a target audience
Projected Timeline:
Unit taught from August 15 to September 22
Project Introduced August 23-proposed end date September 22
Day 1: American Day 2: P is for
Literature Pretest Puritans PPT;
Puritan Laws and
Character article

Day 3: Rhetorical
devices video;
Read Edwards'
"Sinners" share
two examples of
devices with 1
chunk each

Day 4: Imagery
from Edwards'
"Sinners;" Salem
Witch Trials
documentary

Day 5: Begin The

Crucible and
characterization
packet

Day 6: Introduce
Modern Day
Witch Hunt
(Watching);
continue reading

Day 7: Computer
Lab 2048 for
Modern Day
Witch Hunt
(Wondering &
Webbing(

Day 8: Continue
reading and
working on
characterization

Day 9: Continue
reading and
working on
characterization

Day 10: Watch

Act I of The
Crucible

Day 11:
McCarthyism
Political Cartoons
Analysis

Day 12: Media

Center for MLA/
EasyBib
Instruction &
Research
(Wiggling)

Day 13: Continue Day 14: Finish

reading The
reading Act II;
Crucible
Watch Act II of
film version

No School

Day 16: Skype

with expert from
Salem Witch
Museum on
hysteria and

Day 17:
Literature Circlereading and
discussion of
provided article
on topic

Day 20: Finish

reading Act III;
watch film
version

Day 21 :
Day 22:
Day 23:
Day 24: Finish
Continue reading Computer lab for Computer lab for reading and
Act IV
project
project
watching The
presentation
presentation
Crucible
preparation
preparation
(Wrapping)
(Wrapping)

Day 25: Jeopardy

Review; Compare
and contrast play
vs. film

Day 26: Early

Americans Unit
Test (Multiple
Choice)

Day 15: Begin

reading Act III

Day 18: Conduct Day 19: Continue

additional
reading Act III
research for
articles/videos
(Wiggling &
Weaving)

Day 27: Fear and Day 28:

its affect on
Presentation of
society writing
Projects to Peers
(Waving &
Wishing)

Day 29:
Presentation of
Projects to Peers
(Waving &
Wishing)

Differentiation: Students will be receive various methods of differentiation

throughout this project.
By content: Strategies for delivering content/Multiple ways of
representing content.
Using LiveBinder (password miller), McCarthyism and
topics are presented to students. They are able to conduct research to
decide their topic, and then submit a Google Form to show their
understanding of the topic and rationalization to their decision.
Students are given choice of who they want to work with during the
duration of this project.
Students are given of choice of six different topics to
research, in addition to their own decided topic:
Broken Public School System-Teachers
Obesity in America-Fat Shaming
Fear of Terrorists-Muslim Americans
National Debt-Welfare Recipients
Americas Moral Decay-Homosexuality
Diversity within Schools-Students with AIDS
By process: Strategies for engaging learning and solidifying
understanding.
Once groups have been given their topic, they will be
provided with a hard copy of their article to read and discuss as a
Literature Circle. As a group, students will discuss the article through
the lens of their role. Roles will allow for differentiation by process:
Discussion Director
Illuminator
Questioner
Connector
By product: The means by which students will communicate learning
and understanding.
Students will be able to choose how they will present their
findings to their peers. Through this process, I hope they will branch
out of PPT/Prezi, however, it will be an option.
PowerPoint
Prezi
Google Slide
ThingLink
Glogster
Padlet
Technology Integration:
LiveBinder (password miller)
Glogster (My Example)
Google Docs (Literature Circle handouts)
Google Form
Technology Choice for Presentation
PowerPoint

Prezi
Google Slide
ThingLink
Glogster
Padlet

Bibliography
CNN Wire Staff. "Florida Governor Defends Measure Requiring Drug Tests for
Welfare." CNN. Cable News Network, 05 June 2011. Web. 30 Aug. 2016.
<http://www.cnn.com/2011/POLITICS/06/05/florida.welfare.drug.testing/>.
Dahl, Melissa. "'Fat Shaming' Actually Increases Risk of Becoming or Staying
Obese." NBC News. N.p., 26 July 2013. Web. 30 Aug. 2016.
<http://www.nbcnews.com/health/fat-shaming-actually-increases-riskbecoming-or-staying-obese-new-8C10751491>.
De Vinck, Christopher. "Stop Blaming the Teachers." Chicagotribune.com.
Chicago Tribune, 16 June 2015. Web. 30 Aug. 2016.
<http://www.chicagotribune.com/news/opinion/commentary/ct-blameteachers-helen-keller-anne-sullivan-perspec-0617-20150616-story.html>.
Macfarquhar, Neil. "Abandon Stereotypes, Muslims in America Say." The New
York Times. The New York Times, 03 Sept. 2007. Web. 30 Aug. 2016.
<http://www.nytimes.com/2007/09/04/us/04muslims.html?_r=0>.
Markel, Howard, Dr. "Remembering Ryan White, the Teen Who Fought against
the Stigma of AIDS." PBS. PBS, 8 Apr. 2016. Web. 30 Aug. 2016.
<http://www.pbs.org/newshour/updates/remembering-ryan-white-the-teenwho-fought-against-the-stigma-of-aids/>.

"McCarthyism." American Masters. PBS, 23 Aug. 2006. Web. 04 Sept. 2016.

<http://www.pbs.org/wnet/americanmasters/arthur-millermccarthyism/484/>.
Miller, Arthur. The Crucible. New York: Viking, 1953. Print.
The Crucible. Dir. Nicholas Hytner. Perf. Daniel Day-Lewis and Winona Ryder.
Twentieth Century Fox Film Corporation, 1996. DVD.
Welch, Chris. "Dealing with Gay Students, Bullying in Very Different Ways."
CNN. Cable News Network, 13 Oct. 2011. Web. 30 Aug. 2016.
<http://www.cnn.com/2011/10/12/us/minneapolis-bullying-schools/>.