The Crucible Paper

The purpose of this essay is to discuss the play by Arthur Miller entitled The Crucible. In this piece of literature, many characters behave in ways that may cause the reader confusion. However, if one uses Kohlberg’s moral perceptions, one can achieve a better understanding of why the characters in this play behave as they do. Kohlberg’s moral perceptions represent a type of explanation for the motivations for the characters to behave as they do throughout the play. The three levels of behavior to be discussed are pre-conventional, conventional, and post-conventional. All three of these concepts will be discussed in some detail in this essay. 

Firstly, there are many characters who are pre-conventional in the Crucible. Preconventional morality is the first stage of moral development when good or bad, right or wrong labels are interpreted in terms of physical power and fear. Tituba is a pre-conventional character. An example of Tituba being pre-conventional is when terrified and vulnerable, she surrenders herself when Parris threatens her, saying “You will confess yourself or I will take you out and whip you to your death, Tituba!” (Miller 44). A typical Salem villager is quick to blame a slave, someone regarded as inferior in society, and Tituba’s primary motivation is to save her own life after being accused of witchcraft. When Tituba confesses to submitting to the Devil, she attempts to clear her name, blaming Abigal and the other girls by claiming that they work with Satan to reduce her own punishments. Here, Tituba acts out of instinct and fear. The second example is of a pre-conventional character is Abigail. When Elizabeth realizes that Abigail is plotting against her, she tells John Proctor that “She thinks to take my place, John” (Miller 58). Abigail is willing to go as far as murdering Elizabeth Proctor, in order to take Elizabeth’s place as the wife of John Proctor. Her moral decisions are shaped by reward and punishment therefore an action that leads to a reward is deemed desirable. John Proctor is an example of a reward in which Abbigail would do whatever it takes to have. Marry Warren is also a character whose morals are determined by fear and power. Abigail becomes a powerful character throughout the play and when she says, “I cannot charge Abigail on murder” (Miller 80) the quote indicates that fears testifying against Abigail because Abigail and the others will turn against her. Mary Warren is manipulated by Abigail as a tool to incriminate Elizabeth. Although Mary is friends with Abigail Williams, she is very obeying to Abby, and does almost anything she says out of fear.  

Secondly, there are examples within the literature that illustrate conventional characters. Conventional morality is the second stage of moral development and is characterized by an acceptance of social rules concerning right and wrong. Maintaining expectations of others is valued regardless of consequence. When Mary Warren says “Abby ill never hurt you more” she is being conventional. The quotation clearly displays how malleable Mary Warren is, as she has fully revoked her confession, while knowing Abigail is lying. Marry loves god and knows she is sinning by taking Abigail’s side, but she could not handle the heat, so she goes back to join the girls. Moreover, it demonstrates her lack of independence and desire for approval from others. Danforth is another conventional figure, when he states, “You must understand, sir, that a person is either with this court or he must be counted against it” (Miller 99). This phrase encapsulates the authorities’ attitude toward the witch trials. Danforth is a respectable man in his own right, but he, like everyone else in Salem, views the world in black and white, believing that there is only one possible judgment to be made about a situation. Danforth tries to fit in with society, law, and the church regardless of what is seen as morally right or wrong. He believes everything and everyone belongs to either God or the Devil. Since the court is with God, anyone who disagrees is believed to be with the Devil. The Putnam family is another group of people whose values are established by their adherence to society standards regardless of the consequences. “There are wheels within wheels in this village, and fires within fires!” (Miller 28). Out of vengeance and anger Putnam accuses Rebecca, an individual who has what she has always wanted of for the supernatural murder of Putnam’s babies. A number of Mrs. Putnam’s babies have died; therefore society has a negative view on her. The Putnams seeks for a scapegoat, a responsibility/ explanation for the death of their children so that the village people will have a positive view on them.  

Finally, there are post-conventional characters in The Crucible. Post-conventional individuals are people who have reached a personal definition of their moral values, principles that are valid and applicable apart from authority. In the play, Elizabeth Proctor is a post-conventional character because she lies about John and Abbigail’s affair in the hopes of saving John’s life when she says ”No, sir” (Miller 113). This quote demonstrates that Elizabeth refuses to bring shame upon her family doing what she believes is right. Elizabeth deceives Danforth, thereby damning herself and her husband. As her husband John would also rather be executed than ruin his reputation and integrity in himself. Hale is another example of a character who later reaches his personal definition of moral values about the court when he says “There is a prodigious fear of this court in the country” (Miller 102). Although Hale’s initial goal was to seek out the witchcraft, we see him change later in the play as he now realizes the problem is with the court. He is convinced that John Proctor and Mary Warren are speaking the truth, not Abbigail. Hale points out that people are afraid of the court and that is the reason they are confessing. He also goes on to say how rumors and allegations have turned the community upside down. Similarly, John Proctor also has his personal definition of moral values where reward, punishment, fear and group acceptance is nonexistent. Towards the end of the play, John Proctor utters “Because it is my name!” which truly demonstrates his willingness to prove to the court his worth and innocence. John dies because he believes it is morally wrong to confess to a crime he hasn’t committed. It shows that he could not bear the thought of other innocent people dying while he quaked at death’s door and left. Essentially, it illustrates his obsession with his reputation. John Proctor’s desire to protect his good name prevents him from testifying against Abigail. However, now, he has come to value the understanding of a good reputation means and the importance of telling the truth rather than lying to save himself.  

It is clear from the discussion that has taken place that characters in the crucible are understood more clearly. That is, insight has been gained into their reasoning for the decisions they have made throughout the play by making reference to Kohlberg’s moral perceptions, pre-conventional, conventional, and post-conventional actions are displayed by many characters throughout the play. This makes the characters easier to understand and more familiar to the reader because we understand the reasoning behind the things they say and do. This paper has successfully shown the reader how to achieve a better understanding of the literature. 

Core Competency: Ceramics

Thinking CC

Creative Thinking: Personal Box

I focused on my Creative thinking in my Personal box project, The thought process of how I could express myself through this project and incorporate visual representations of my identity was a challenge. In a 3D art form, I tried conveying a message or an idea without being too evident. For example, making a human figure of me to show that I am still growing as a person would be too obvious to the message I am trying to convey, Instead, I sculpted a tree since in nature it symbolizes growth and coming of age in literacy. I tried to be creative with the construction of the box while keeping its box-like form. A lot of planning and research went into making the piece considering the fact that I wanted to make each side of the box distinct and unique from the other sides. I contributed some of my cultural background because it is a big part of my identity as well as my passion which is art.

Critical Thinking: Christmas tree tea light + Christmas ornaments

My project failed once therefore I had to redo the piece and figure out a better plan to make the final piece work. The building of the candle table light was difficult since it has to be sculpted in coil form. If they are not built in a day it is difficult to go back to it and render. Reflecting and critiquing my work, looking for improvements or what I could do better. Due to limited time I decided on rendering a fairly small sculpture in one class. It was more stable because. I decided to stick with layering coils on top of teacher other, making sure to scratch and score. – Drawing conclusions. For the ornaments I had to consider the weight of the piece since it cannot be too heavy to hang up a tree. The snowman piece especially ended up nicely because I had flattened it enough so that it doesn’t become too heavy but not too much that it becomes weak and beaks apart.

Ceramics Studio Art Core Competencies

Creative Thinking/ Process

My artifact connects to my Core Competency because it required a lot of creative thinking and being able to generate unique ideas while utilizing the chosen themes and contemporary artists. My ideas were developed using my view of the world and I decided on exploring the natural emotions and moods of people with the theme of the ocean. The sculpture embodies the everyday ups and downs of people’s lives just like how the ocean can be calm and beautiful but produce extremely dangerous tides. During the process of generating ideas, I was deeply inspired by two artists Yun Hee Lee and Linda Lopez, and utilized their art styles to create an original piece. I didn’t have too much difficulty during this process but the actual process of hand molding the piece I found was more challenging and time-consuming. I found a suitable palette for the piece, consisting of different shades of blue and sand yellow. I planned quite a bit to develop ideas and required research about contemporary artists.

Linear System Group Assignment

Purpose

In groups, we designed our own linear relationship which consists of two different equations that graph nonparallel diagonal lines. We put the equations in Slope-intercept form and used it to represent them graphically and algebraically to solve where the points meet, where both values satisfy both equations.

Curricular Response

a. Describe as much of the mathematical vocabulary your group used during this activity as you can remember. How can using precise vocabulary improve understanding?

Some of the vocabulary words that were used to address these mathematical problems were substitution, and the addition methods which are two algebraic methods used to solve linear equations. Everyone immediately knew the formula y=mx+b was the slope-intercept form without having to search it up. We knew that b represented the y-intercept, and m the slope. Knowing precise vocabulary not only can improve you’re understanding of the unit but how or when to use it and how it is represents in math. There are words that we use in our daily lives that have a different definition in math. For example: acute means sharpness or when we describe pain but in math an acute angle is an angle that measures to less than 90 degrees.

b. Justify your mathematical decisions. Give reasons for your choice of equations and for your choice of algebraic method.

We picked a point on the graph that wasn’t too high in value and shade decisions on the second equation from there. We decided to use the substitution method to find the solution since the y variable was alone on one side of the equation, being in slope-intercept form, we can easily plug it into the y of the second equation. The addition method would have been the more time-consuming but still possible.

Core Competency Self-Assessment

I take on roles and responsibilities in a group; I do my share. I was always participating and was especially involved in creating our own linear equation and solving . Some other members helped with the graphing, plotting the points, organizing the graph to make it neat. When someone needs assistance I always offer to help. I encourage others to share their voices and value diverse perspectives. I always try go get all group members involved in the activity by passing the, the marker if they are left out, ask them to join our discussion or about opinions on on the topic. Sometimes I feel that they are hesitant but they shouldn’t be excluded from the group.

Art Studio Core Competency Reflection

Critical/Reflective Thinking

My artifact connects to my Core Competency because I believe ceramics requires a lot of critical thinking in general. I developed my ideas based on my identity and personal connections. This specific ceramics piece focuses on my childhood because I’ve recreated one of my favorite characters growing up. I wanted my gnome to be recognizable in a way but also differently displayed in my own style. I considered what the purpose of a garden gnome is and its original uses. It is said to be a symbol of good luck but is also believed to watch over the garden crops. I always kept in mind the color combinations, found a suitable palette for the piece, and thought about how I wanted to mold each piece into a finalized structure. I decided to separate the piece into 6 pieces (3 pairs), The face, ears, torso, legs, arms, and lower body. This was to ensure that the pieces do not break apart after it is put in the kiln. I took pictures of my progress so that I could see the improvement throughout the course. I asked for feedback from my peers and received quite positive feedback from them. Improvements for next time: I would like to improve my time management because often I feel unsatisfied with my piece because I want my art pieces to look more complete. I would consider what I want to work on in each class so that I get straight to it instead of wasting time thinking about it.

Independent Novel Study Review

Brave New World

Brave New World: Aldous Huxley: 9780060850524: Amazon.com: Books

The Writing Process

The whole assignment was a challenge for me but I enjoyed reading “Brave New World’ because dystopian novels are one of my favorite genres. When analyzing hidden details and symbols of the novel I found myself being mesmerized by the author’s ideas and predictions of our future society. Since this was written in 1932, this made me question the author’s thought process and how he made connections to the real world. Public speaking is definitely not my thing and I get extremely nervous when presenting in front of an audience. This assignment pushed me out of my comfort zone but I managed to get through it by practicing multiple times and being prepared. As much as public speaking terrifies me, I still believe it is an important life skill that I will eventually need to overcome.

Core Competency Reflection

  1. The ways I communicate at school differs from how I communicate at ____ (soccer/ work/ hockey/ piano lessons/ family events/etc) in these ways:

The ways I communicate at school differ from how I communicate with my family because school itself is anxiety-provoking for me. At school, I find myself being timid when I am not with the people I trust or feel comfortable around therefore it is obvious that how I communicate differs. I find teachers difficult to approach which is the complete opposite of how I feel about my family members or friends. At school, I communicate with my peers through casual conversations.

2. I show others that I truly value their contributions by…

Especially during group work, I have noticed that some people find it difficult to stay focused and on task, therefore I value anyone’s contribution or willingness to take part in group activities (or more). I show this by always including them and sharing my ideas on a topic or assignment.

3. I can contribute to and work with criteria to improve my own work; evidence of that is…

Frankly, I prefer following criteria for a lot of my assignments because it allows me to align my work to a set rule so that I know what the teacher is looking for in an assignment. I love displaying my creativity in my work but I believe there should be criteria that help determine the quality or grade of people’s work. I go through the criteria carefully when it is given and helps me understand what to add or get rid of in my work.

What is one goal you have for yourself going forward?

Prompt: When I need to boost my mood or re-focus, I… or I respectfully advocate for my needs by…(Personal Awareness and Responsibility)

I did not use any prompts from this specific category because there was nothing to reflect on how I demonstrated this competency. I intend to work toward improving my Personal Awareness and Responsibility by seeking help when needed and focusing on myself and my actions or thoughts without having to align everything to my high expectations/ standards. I believe it is important to reflect on myself once in a while and try not to beat myself up too much.

Linear and Non-Linear Equations

Linear Equations

Equation 1:

This graph represents a linear equation because, in the equation, the variables have an exponent of one, and based on the rules of linear relations they can only be to the power of one in order to create a linear line. Visually, you can tell the line above is straight and stays continuously straight (when zoomed out it displayed a continuous straight line).

The equation is also similar to the standard form ax + by = c (only a difference in the mathematical symbol + and -)

Equation 2:

Since this equation only demonstrates the value of x, there is no y-intercept and the slope is undefined, we can assume it is a vertical straight line right away. The variable x has an exponent of one which indicates that the equation is a linear relationship.

Non-Linear Equations

Equation 3:

This graph represents a non-linear equation. We can tell this by checking if there are any exponents of the variables. In the equation, x is raised to the power of 3 (or cubed) which indicates that it is a non-linear relation. In the graphical format, the line is curved, not straight, a linear equation would display a straight line on the coordinate plane.

Equation 4:

In this equation, we can easily tell it is a non-linear relationship since both x and y variables are squared or raised to the power of 2. The equation graphed is not a linear (straight) line, nor does it have a slope. The equation graphed is a circle with a radius of 4 which is self-explanatory by itself.

Self Assessment

I explored mathematical ideas using technology when I applied my knowledge of graphing and linear equations to Desmos in order to figure out whether or not the equation represented a linear or a non-linear relationship. Using technology to my advantage, visually comparing each of the graphs allowed me to easily identify the difference between the two relationships. I analyzed data and used criteria to draw conclusions when I tried to figure out whether or not the equations represented a linear or non-linear equation by analyzing the graphical format on whether or not the line is straight. I used the basic criteria of how we can identify linear and non-linear equations in ways such as looking for exponents on variables or by graphing different equations on the coordinate plane, it was easier to visualize and make clear conclusions. I justified my conclusions with evidence when I was certain my conclusions were correct. After collecting all the data, I justified my conclusions on all 4 equations with graphs, as well as using my knowledge of the unit, writing it down on Edublog. Since all 4 equations plot, a distinct line of the graph my explanations for each of them is slightly different. I tried to point out what stood out and how it made them a linear or non-linear relationship.

Personal Awareness and Responsibility: How I manage school-related stress

  1. When I am sad, angry or frustrated about school, doing something I find relaxing helps me be more productive or calm. I used to calm myself down by playing a musical instrument, the piano in my case. Pressing on the keys sort of took my stress away as well as the music it made. Doing something I am good at after being stressed about school which is usually caused by my dissatisfaction with my grades help remind myself that I have things I am actually good at and it doesn’t always have to be academic. In order to keep my productivity I take a few breaks especially when I feel burnt out. When I have free time I like to either watch movies or go out for walks because staying physically active (but not too excessively) reduces stress.

2. When distractions are getting in the way of my work, I often find a quiet place to study in places like the Library where I believe is the most appropriate environment where everyone is maintaining their voices at a low level, where it is peaceful and where everyone is focused on their own work. However, I sometimes find it hard to focus when it is too quiet and during those times I listen to music that doesn’t include lyrics because they are distracting, or go to a cafe with my laptop to prevent myself from losing focus. I find that being in a public space increases my productivity because I get a little bit more tensed up.

3. When I am feeling anxious about a test, I can calm myself by revising as much as I could and preparing for the test as much as possible because it reduces my anxiety by a great margin. When I feel extremely worried I don’t show any emotion because everything happens inside for me. I always text my parent on the day of the test because I need assurance to feel relieved, they are always so encouraging. Right before a test, I revise as much as I could during the time remaining or space out so that I’m not thinking about the test at all because once I focus on something the worry comes back. But overall there is nothing more effective than being ready and prepared for the test.

4. When I am feeling down about school, I remind myself that school is inevitable and that there is no point in feeling upset about something you have to get through anyway. I believe school is one of the most vital parts of preparing for adulthood. I try my best to enjoy it since I don’t have control over it, this includes homework, assignments and just being present at school. I know there are people who find school much more difficult and stressful than what I’ve experienced in the past. I always give everything my best because I gain so much fulfillment when I put in the effort and I know that school is worth it and that if everyone else could do it I could get through it too. It will benefit me in the future and even if I tend to push myself or put myself down when I am dissatisfied with my grades at times, I refuse to waste my energy on complaining about it. However, I try not to ignore these emotions because later when all these emotions build up you will reach a point where you have no willingness to do anything or try anything new anymore. Instead, I tell myself that effort doesn’t always guarantee success and that it is completely okay to fail at times as long as you always give it your best.