The Crucible

The purpose of this essay is to discuss the characters in Arthur Miller’s play, The Crucible. Particularly, how the characters convey themselves within the play. Using Kohlberg’s precepts, their behaviours can be analyzed and understood. Essentially, Kolberg has three distinct explanations that can define the motivations of why characters behave in certain ways. These three categories are pre-conventional, conventional, and post-conventional.

There are many pre-conventional characters within The Crucible. Pre-conventional characters behave in a certain way to obtain reward and avoid punishment. To begin, the first character that is pre-conventional is Reverend Parris. Throughout the film, Reverend Parris is compliant with Judge Danforth orders and operations. However, when Parris opened his “door to leave [his] house, a dagger clattered to the ground”, and his behaviour entirely changed.  He became paranoid and wanted to delay the hangings. Citizens of Salem are furious with him, as his daughter, his niece, and his slave were the ones who created Salem witch trials. With that in mind, he knows something harmful might happen to him, as the pillars of the community are about to die. When Parris attempts to persuade Danforth with deferring the hangings, it is to avoid punishment, in his case death or major injury. Secondly, the next character is Abigail Williams. Abigail confesses “[she] saw Sarah Good with the devil”, to avoid punishment. She knows if anyone truly found out what she did, she would be penalized. She promoted acts that go against Puritan culture such as sneaking out of the house, listening to Tituba singing, dancing, and casting a spell against Elizabeth Proctor. If the town were to find out the true proceedings of that night, she would be whipped, and her reputation would be destroyed. She lied to avoid punishment. Lastly, the next character is Betty Parris. After being caught, Betty “tried to leap out the window”, in attempts to kill herself. Her attempts to “fly”, exhibits how overwhelmed and scared she was to face the whippings. She would rather die, than get harmed for her actions. Using the examples provided, there are many characters in The Crucible who behave in a way to avoid punishment.

Furthermore, there are many characters in The Crucible that are conventional. Conventional behaviour is when you behave in way that suggests you want group acceptance and to fit into that group. The first example of a conventional character is Ezekiel Cheever. When Cheever is retrieving Elizabeth for her arrest, he admits he “must do as [he is] told”. He will do anything, even apprehend his close friend’s wife to jail, for group acceptance. Cheever compromises his morals and values to be embraced by his peers. The next character is John Proctor. Proctor claimed he “never touched Abby,” denying his affair with an underage girl whilst married. By denying the affair, he is seen trying to fit into the Puritan culture, obtaining group acceptance and fitting in. He wants to be recognized as a good Christian man. If anyone found out he would be charged with lechery and his reputation within Salem will be tarnished. The final example is the town. Despite the fact that “there [were] orphans wandering from house to house; abandoned cattle … on the highroads, [and] the stink of rotting crops hang[ing] everywhere”, it was a “marvel” that citizens of Salem did not “burn” the province. The circumstances within itself exhibits community-wide conventional thinking. Those who are not accused of witchcraft are afraid of rebelling, as they could be hanged as well. Nobody wants to lose their lives if it means they must agree with the morally wrong events. The Crucible features various characters who behave to receive group acceptance and to fit in.

             Besides pre-conventional and conventional characters, there are characters who display Kohlberg’s third precept, post-conventional thinking. Characters who act post-conventionally, have an internalized sense of value and ethics that are not influenced by reward, punishment, or group acceptance. The first post-conventional character to be discussed is Giles Corey. He showcases post-conventional thinking by refusing to name the man who provided him with valuable information. He insisted for “more weight” during his personal punishment. He would rather die than confess and reveal the unknown man. Giles is willing to die for his beliefs and was not persuaded by any punishment, reward, or acceptance. Another like-minded character is Elizabeth Proctor. Although her husband refused to confess and committed himself to death, she refused to convince him to live, as “he [has] his goodness now”.  In her heart she knows his death would be beneficial for him and not for her. Not only is she losing her husband, but she also risks losing group acceptance from Hale, Danforth, and the panel of judges. She refused to convince John to live, despite the group of people who wanted her to. Elizabeth is a crucial example for post-conventional behaviour. The last character to be discussed is John Hale. When Hale realizes Proctor, Corey, and the rest are innocent, he denounced the proceedings and “quit [the] court”. He could not sentence innocent people to death, despite a powerful group of people wanting to. Quitting the court could have resulted in punishment or ostracization, but Hale continued to do what he thought was morally correct. Hale acted based on his internalized values, without any influence. In The Crucible, it is evident that many characters have internalized their value system and are not influenced by others, punishment, or reward.

             In conclusion, Kohlberg’s moral precepts have been vital in allowing any reader to achieve a better understanding for characters in Arthur Miller’s play, The Crucible. Using the three precepts can explain the underlying motivations of a character’s actions in any given circumstance.

Desmos Self Portrait

https://www.desmos.com/calculator/xjbf7wcotv

My Pre-Calculus 12 teacher, Ms. Eaton, assigned us a conic section project to showcase our graphing skills and use them to create a self portrait. For this project, we were required to include two circles, two ellipses, as well as one hyperbola or two hyperbolae.

Luckily, I included the required equations, as I chose a photo that required different equations. In the photo, my face was at an angle and was asymmetrical. Additionally, I used the tangent function for specific parts of my face shape and hair. My hair was curly in the photo and tangent functions captured them perfectly. Radical functions were used to outline my eyebrows and parabolas aided in enhancing my face shape. Radical functions have a ‘calmer’ slope that best represented the slope in my eyebrows. As for parabolas, they created curves that circles and ellipses could not create. Also, I wanted to be as accurate as possible, so I created different colours to represent my skin tone and hair colour. I produced different colours using the ‘rgb’ colour codes from a website (providing all the codes for each colour).

Moreover, I had to restrict each equation to align each graph appropriately. Sliders were a crucial part in creating my portrait, as it made graphing easier, as well as aided in restricting the domain and range of each equation.

Core Competency Self-Reflection: Precalculus 12

Personal Awareness and Responsibility

Everyday, I try to keep myself organized using my personal planner. In this planner, I try to include all of my classes, as well as activities I need to do, or have in the future. Additionally, I use this organizer to ‘contain’ my stress levels, as I can see everything I need to do and can strategically plan when to do them. For math, I try to include all the lesson videos I haven’t watched yet, as well as the homework I haven’t done. I use this information to plan the rest of my day (after school), and apply it to create a proper schedule for what I need to finish.

Moreover, I have a high susceptibility to stress and anxiety, so I will continue to use my planner and use it for future math courses, as well as other courses. Furthermore, I’d like to improve on my consistency with using my planners, as I often forget to use or update my organizer.

Leadership Reflection

Prior to this course, I had the quality of humility. I am always admitting my mistakes, acknowledging the strengths of others, and aware of my shortcomings, strengths, and limitations. Additionally, I can adapt well to different situations. For example, I am open to new ideas and willing to change my approach (of anything) if necessary to reach my goals.

By the end of this course, I want to have a better management of my own emotions, as well as improve my skill of understanding and empathizing with others. Also, I want to develop an optimistic attitude and better organization.

I can work with others to achieve a goal.……

In this course, I have worked extensively with others during multiple events such as homecoming, friday night lights, and the remembrance day assembly. At each event, the groups I worked with had one goal, creating a positive, appropriate event for the community (each time was a success). And each time, I had an enjoyable experience working with my peers. To achieve our goals, I communicated with others (i.e. what my duties/expectations were), encouraged my peers who weren’t confident in themselves, and had a good work ethic (e.g. did not leave my jobs for others to do.

Personal/Social Reflection

My 2022/2023 Year

This year coming into Centennial Secondary School as a new student, I am proud of making new friends. I made friends through all sorts of classes (Athletic Leadership, Chemistry 12, Social Justice, etc.). Additionally, I was able to achieve straight A’s this school year.

GoalsAction Plans
Join the more school clubs.Email teachers and check the Centennial Today.
Continue my getting A’s.Study, be organized, and listen in classes.

French 11 Movie Poster

In this project, I had a partner, Sariya. The movie we chose was “White Chicks”, as we both enjoyed the movie. We had to collaborate splitting the work evenly and equally. She did the character descriptions, whilst I did the movie synopsis, critic opinions, and showtimes. We communicated when and where we would work on the project. We finished the project at my house. Together, we creatively made a mask to represent the ‘white chicks’ and put it on our bright pink poster. We added jewels, glitter, and makeup brushes to represent the movie.

IDS Inquiry Reflection

  • What is your Inquiry Question? Has the focus of your inquiry shifted or changed since you wrote your Personal Learning Plan? Explain.

My inquiry question is ‘How can we prevent mental illness?’ and has not shifted.

  • How is your time management? Are you using CENT time weekly to work on your Inquiry, or are you finding other time during the week?

I use CENT time weekly to work on my Inquiry, whilst finding free time to work on it as well.

  • What resources (people, websites, apps, videos, etc.) have been most helpful?

Websites have been the most helpful. I want to use more information from people as well as books.

  • What challenges are you currently facing with your Inquiry? What challenges have you overcome?

Some challenges I face with my Inquiry is staying organized and on track, as well as determining an appropriate fundraiser for the school. I have overcome personal challenges, as I struggle with mental illness, learning to manage that while being able to complete my work.

My growth for collaboration and communication has significantly increased, as I referred to my peers and adults with education on mental illness. I learned to communicate to different people, networking with peers and learning how to have an appropriate conversation for a heavy topic.

  • How will you share what you have been learning, creating or planning in this Inquiry? Are you on track to share your learning by the end of May or early June?

I plan on doing a TED talk or PowerPoint to share what I have learned in this Inquiry. I am on track to share my learning by the end of May or early June.

  • Will you continue working on this Inquiry, or parts of it, for your Capstone next year?

Definitely! Mental illness will continue to be researched and discovered in different aspects. I wish to continue the journey of my inquiry in hopes to educate others and myself.

Core Competency Goals

When I need to work collaboratively with people I don’t know well, I can be closed-off and intimidating. I find myself having difficulty being more “open” so, I want to work on my communication and social skills, by coming of as a person who is willing to commit and do my share in the group.

Last year, I found it hard to take care of myself, mentally and physically, during school. Some of the things I plan to do to stay mentally and physically healthy include going to the gym at least two times a week, putting myself first before school, having time for myself, and communicating with my teachers if I am overwhelmed.

Sometimes, I get social anxiety during class discussions, which becomes an obstacle for optimal participation and learning. My goal is to partake in more discussions, extending my learning and social skills.