...The Crucible The Crucible is a play written in 1952 that had a movie adaption made nearly 45 years later. Usually we see the pattern that the movie doesn't follow the original script. In this case, The Crucible movie adaptation followed the play closely.This is because they were both meant to be seen. Yet, there are still some differences that occurred for dramatic effect. When developing a movie there is more stress to develop scenes so viewers get the chance to “visualize” and have their emotions become touched by the tone the screenplay writer sends. Producers aim for perfection. In order to achieve this they alter scripts and add scenes to make their vision of a perfect movie come become a reality. One major difference...
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...I believe the movie is better than the scripted play and Arthur Miller’s original text of The Crucible. In my opinion, the movie is a lot easier to understand than the two other versions. I also believe that the movie was a lot more accurate than the scripted play. The actors in the movie had more accurate accents, clothing, and their all around look was closer to what it was actually like back in 1692. Finally, I feel that the movie version was historically more accurate. First, I believe the movie is better than the scripted play and Arthur Miller’s original text of The Crucible because the movie is easier to understand than the other two versions. I am a visual learner so reading the play was just very confusing for me. Seeing the movie made...
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...Plays and novels these days constantly have movie remakes. The Crucible by Arthur Miller had a film produced for it in 1996 which was forty-four years after the play was written. The film itself is extremely similar to the play besides the fact that minor changes occurred. Between the film and the play, there are slight differences made by the screenwriters and the playwright himself. For example in the play, it states that John Proctor “goes directly to her and grabs her by the cloak…” John Proctor is furious at Mary Warden because she is disobeying his orders, but she doesn’t seem to mind him pulling on her cloak because she is still pretending to be affected by the imaginary spirits. It is likely that she follows Abigail’s lead in order...
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...beliefs can lead to disastrous things. While the film, The Crucible by Arthur Miller, depicts the overall history of the Salem Witch Trials, it does have historical inaccuracies within the characters and their relationships that change the way we perceive history. Witchcraft has been present since the Paleolithic period but it began to show up in colonial America in the middle of the 17th century. It became a capital offense as far back as 1642. Shortly after becoming a law, the first execution was made in Connecticut. This case was disturbing because it influenced everyone, in puritan societies, to believe that Satan was close at hand and physically able to act in the real world.. At the time, Salem was a Puritan community in which was built upon those who fled religious execution therefore the religious authority and the government was not separate. Those who would question local authority were blamed for questioning royal authority. Eventually the hysteria spread to Massachusetts in 1692 after two young girls had been acting in alarming and been in physical pain. The physician concluded that the girls were not victims of a physical or mental illness but victims of witchcraft.2. These two girls were Abigail Williams and Betty Parris. Abigail Williams, who was 11 years of age, had a...
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...Megan Jones English III AP DC Cy Woods Mr. Barckholtz December 2, 2012 Arthur Miller Research Essay Arthur Miller was an American playwright who wrote plays such as “The Crucible” and “Death of a Salesman” because he thought theatre could change the world. He wrote his works based on friends, his own life, and family. People believed he was a man of integrity and a hero because of the ways he portrayed himself. He was born in 1915 in Harlem, New York and raised in a very wealthy household by his parents, Isidore and Augusta Miller. After high school Miller worked lots of jobs to save up enough money to attend the University of Michigan, where he wrote his first paper that turned into his first play, called “No Villain”. Once he realized what he was good at, he moved east to start his new career. There he met his first wife Mary Slattery, but their relationship did not last long, and three weeks after the divorce he married actress Marilyn Monroe. This relationship was very good look for him because of what Marilyn Monroe’s career was at the time. He “divorced Monroe after five years”, and several months later “got married to Inge Morath”, whom he had two children with, Rebecca and Daniel Miller. There was one flaw about this family though, that “Miller excluded his son Daniel out of their lives” for the longest time. Miller did not want Daniel around because Daniel was diagnosed with Down syndrome, but Miller’s daughter, Rebecca, was married to a wise man...
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...The Crucible was a play off of events that were happening during the cold war called McCarthyism. During this occurrence people would quickly betray on one another based upon on a single rumor said by one another. Witch trials were a show of how when a being believes in something enough that even when a person claims to have been “embraced” by a deity of that belief they think they can see and listen to things that could not previously. Of course i'm referring to the idea that when the girls had viewed the devil that they could suddenly “see” the devil around people that he has “corrupted”. This can all be referred to McCarthyism and the odd control that it can have on people. Ideas of course not the actual McCarthyism but the idea of it....
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...Six Myths About Female Sexuality and Why They're Myths Never underestimate the female libido Published on July 3, 2012 by Susan Krauss Whitbourne, Ph.D. in Fulfillment at Any Age 0 inShare The year 2012 may be remembered less for apocalyptic endings (we hope) than for the apparent explosion of women’ssexuality in pop media. Magic Mike is becoming the runaway hit movie of the summer, and the book Fifty Shades of Grey is shaping up to rival Harry Potter at the top of all-time best seller lists. Social critics proclaim their surprise at this burst of female libido into popular consciousness. Despite what you may be led to believe, though, the truth is that women and men just aren’t that different when it comes to basic sex drives. Women are flocking to Magic Mike as do bachelorettes to a Chippendale party. However, this isn't the first movie to appeal to women's lustier tastes. Though the story line may be lighter than its 1997 predecessor, The Full Monty, both movies share a fascination with the male body in motion. The Full Monty did exceptionally well in the box office itself, becoming the top grossing film in the UK until the release of Titanic later in the year. Novels with female protagonists demanding that their sexual needs be fulfilled are not new either. We only have to think back to 1928’s Lady Chatterly’s Lover, written by D.H. Lawrence (and banned in its entirety until 1960), to realize that female sexuality has been the driving force behind the success of plenty...
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...interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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...DEATH OF A SALESMAN Study Guide for Teachers World-Class Theatre in the Heart of Vermont 703 Main Stre e t , W eston, V T 05161 www.westonplayhouse.o rg The Weston Playhouse Theatre Company The 2010 WPTC Teacher’s Workshop and the School Matinee and Touring Production is made possible in part by grants from: The Bay and Paul Foundations Mountain Room Foundation National Endowment for the Arts The Shubert Foundation The Vermont Country Store and The Orton Family Vermont Humanities Council and the National Endowment for the Humanities With additional contributions from: Black River Produce Berkshire Bank Clark’s Quality Foods Price Chopper’s Golub Foundation Ezra Jack Keats Foundation Okemo Mountain Resort Thrifty Attic …and an ever growing family of individuals who believe in the impact that the performing arts can have on its community. This Teachers Study Guide was compiled and edited by Rena Murman. Credit and thanks to the following theatres for materials used or referenced from study guides created for Death of a Salesman: Guthrie Theatre, Minneapolis, MN; Kennedy Center, Washington, DC; Lyric Theatre, London; Royal Lyceum Theatre Company, Edinburgh; Yale Repertory Theatre, New Haven, CT. © 2010 Weston Playhouse Theatre Company, a nonprofit 501(c)(3) educational and cultural institution. WPTC Performance Guides may be duplicated at no charge for educational purposes only. They may not be sold or used in other publications without the express written consent...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief literary overview, including a synopsis and commentary on the play; (2) suggestions for teaching the play, including activities, discussion questions, and essay topics to be used before, during, and...
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...of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels between actual events and people and the imaginary ones created by Orwell. The novel can also be taught as a beast fable following the study of shorter fables by Aesop and James Thurber. Examining the work as a satirical comment on the corrupting influence of power, students should be able to trace the corruption of the pigs and perhaps relate their findings to individuals...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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