The Crucible

The purpose of this essay is to discuss the play, The Crucible. In particular, what will be discussed is the characters in The Crucible that behave in a confusing manner. This behaviour can best be described and understood by using Kohlberg’s moral precepts for explanation. Specifically, Kohlberg has three distinct descriptions of perspectives that are taken by individuals that motivate them to behave in certain ways. These three categories are pre-conventional, conventional, and post-conventional behaviour. All three categories are factors that are considered when individuals decide to act in any given situation. If we understand the consideration and action, we will be able to advise a better understanding of the character.

Characters like Tituba, Abigail Williams, and Thomas Putnam display pre-conventional behaviour throughout the play. Pre-conventional Characters behave in a way to obtain rewards and avoid punishment. The first example of a pre-conventional character is Tituba, Reverend Parris’s slave. Tituba was threatened by Parris if she were not to confess, he would “whip [her] to [her] death.” As a black woman, Tituba is a vulnerable character and is looked down upon. After being threatened by Parris she confessed to witchcraft. Tituba has no power and has no way to prove her innocence as she is constantly subjected to a racial hierarchy. Additionally, Abigail behaves in a way to avoid punishment. Abigail realizes if Betty were to tell the truth Abigail would be held accountable for what she did in the forest. Abigail smashes Betty across the face, “Shut it! Shut it!” and yells at Betty to stop talking. Abigail exploits fear and violence into Betty to not tell anyone about what she did. Abigail presents herself to be good and proper to adults but manipulates and scares the girls to avoid punishment. Finally, Thomas Putnam behaves in a way to obtain a reward. During the witch trials, Giles Corey accuses Thomas Putnam of “reaching out for land!” Putnam is a wealthy man which gives him power and social status. Giles believes Putnam Is exploiting the witch trials to obtain more land. Accusing people of witchcraft, will eliminate the chance of the land being passed onto the other family members and give him the chance to have it. Putnam proves his financial well-being and personal objectives are his top priorities. Therefore, characters like Tituba, Abigail Williams and Thomas Putnam show how they try to obtain rewards and avoid punishment.  

Characters like Mary Warren, Susanna Walcott, and Elizabeth Proctor illustrate conventional behaviour. Conventional characters behave in a way to receive acceptance from a group or society. The first conventional character is Mary Warren. When Mary and John Proctor are discussing the accusations, Mary explains “Everyone cried spirit! Spirits!” this quote portrays Mary as a conventional character because it shows how caught up, she and the rest of the community of Salem are with the witchcraft trials. Everyone including Mary is accusing others of being possessed by evil spirits. Secondly, Susanna Walcott and the rest of the girls show conventional behaviour in the witchcraft trials.  While Mary Warren was giving her testimony Abigail was concerned about being exposed by the information Mary was going to give the court. Abigail claimed to see a yellow bird of Mary’s spirit trying to attack her and the girls. “Her claws, she’s stretching her claws!” Susanna yelled. With the other girls watching Abigail they were quick to join her prevailing movement. Finally, Elizabeth Proctor behaves in a way to fit into a group. Elizabeth avoids arrest by stating she might be pregnant. With the court doubting her because of the convenient timing, John Proctor vouched for her innocence because “that women will never lie.” Elizabeth is constantly trying to be perceived as a perfect Christian woman. Elizabeth is influenced by her morals and values and is loyal to her husband and religion. Therefore, characters like Mary Warren, Susanna Walcott and Elizabeth Proctor show how they behave to receive acceptance.

Characters like Abigail Williams, Giles Corey, and Reverend John Hale show post-conventional behaviour. Post-conventional characters behave in a way that adheres to their set morals and values regardless of punishment, reward, or group acceptance. The first character that shows post-conventional behaviour is Abigail Williams when Cheever “draws out a long needle from [a] poppet.” The night before Abigail stabbed herself with a needle and claimed Elizabeth’s spirit had attacked her. Her motive was to not only deflect suspicion from herself but to also incriminate Elizabeth Proctor to increase the chance of perusing her and John’s relationship. Abigail makes it clear that she will do anything in her power to be with John even if that means challenging the traditional values of their Puritan society. Additionally, Giles Corey displays how he sticks to his morals and values when being pressed to give the name of who provided him information on Thomas Putnam. Giles didn’t cave to the pressure when he said, “more weight” meaning he was prepared to die on that hill. Finally, Hale shows the importance of his beliefs when he “quit [the] court”. He shows how his ethics interfere with what is required of him by the court. He speaks out about the witchcraft trials taking responsibility for his role in arresting innocent people and advocates for change in the flawed trials. Therefore, characters like Abigail Williams, Giles Corey, and Reverend John Hale show how they follow their morals and values regardless of punishment, reward, or group acceptance.

In conclusion, it is evident that Kohlberg’s moral precepts have been a valued tool in allowing the reader to achieve a better understanding of characteristics in the crucible. It has also demonstrated why individuals behave the way they do when faced with certain situations. When taking into consideration pre-conventional behaviours makes characters act in a way to obtain reward and avoid punishment. Conventional behaviour makes characters act in a way to receive acceptance from a group and post-conventional makes characters stick to their values regardless of punishment, reward, or group acceptance. These three classifications help us understand the behaviour of characters in the crucible.

Accounting 11

In accounting 11 I have learned how to make different types of financial statements, calculate deprecation and make adjustments. The core competency I am reflecting on is communication because if I don’t understand something or if my work is wrong, I will seek help through peers or the teacher.

Titrations – Chem 11

Second attempt

I can work with others to achieve a goal… the photo above shows our second attempt at the titration lab. The first one wasn’t too bad, it was brighter pink and eventually faded. Our second attempt was very similar to our first but our third was neon pink. I think my partner and I worked well together, we took turns pouring the NaOH and had 2/3 successful attempts at our titration lab.

Core Competencies

“I contribute during group activities cooperate with others and listen respectfully to their ideas”
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For my marketing ethics project, me and my partner and I both contributed to our project and worked well together. We shared ideas and agreed on a format for our PowerPoint and split our workload evenly.

“I can ask questions, make predictions, and use my senses to gather information”
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When # plumbing came in I put together questions to ask and took notes throughout the presentation. I found her presentation very interesting and asking questions made it more engaging.

Spanish Dialogue

I think everyone took an even part in our group and contributed well to the script. The three of us worked well together and communicated well which made coming up with ideas easier. I think our group collaborated well by all participating and building off each other ideas.

We struggled with accents and overall grammar I think this was a good script to help review from Spanish 10.

Law 12-Desert Island Project

About the activity

In this project, the class was given a scenario where a plane with 30 students crashed on a deserted island. Our first task was to create a laws to maintain order on the island. This code consisted of laws, how laws were enacted and passed, how laws were enforced, and jobs on the island.

I can take on roles and responsibilities in a group; I do my share. In our group, my partner and I split up the work and did my share

I can form new ideas to create new things. I can also build on the ideas of others my partner and I worked together to come up with ideas.

I can understand and share information about a topic of interest in a clear, organized way. the information that was gathered was organized in a sensible order

I can find it easy to be part of a group. Working with others is easy because you can split the work and share ideas.

Something I will continue to work on is “I can apply constructive strategies to navigate misunderstandings and conflicts.”

FOM 11

Word Problem

A.) Centennial is trying to find the GPA of Mr. Sun’s math class of 25 students, the average GPA is 3.0 with a standard deviation of .3. Write the distribution.
B.) Bob has a GPA of 3.4 find the % of students GPA is worse than his? (to the left)
C.) Up to what GPA does 33% of the class have?
D.) If Centennial collected the GPA of two of Mr. Sun’s math classes of 50 students, what % of students have a lower GPA than Bob?

Self Assessment

In this unit I found I understood the basic distribution and finding the z score fairly easy. I would like to find out more about margin of error, confidence intervals and confidence level. In the future I have an interest in physiotherapy and they use stats to measure patient’s performance and ability.