The Crucible Essay

The Crucible 

In the play The Crucible by Arthur Miller, there is a vast array of complex characters. Their behaviour and actions affect the story tremendously. To truly understand these characters and their motivation for committing these acts, one must refer to Kollberg’s three moral perceptions. The moral perceptions are pre-conventional, conventional, and post-conventional. The definition of each will be discussed later. Characters from the play will be used to illustrate and explain Kollberg’s three moral perceptions. 

There are a variety of characters in The Crucible that follow Kollberg’s moral perceptions of pre-conventionalism. To be pre-conventional, one must act in a way that obtains a reward and avoids punishment. Tituba is the first pre-conventional character to be discussed. She displays pre-conventionalism when she states that “The Devil got him numerous witches.” Tituba attempts to deflect the attention from herself onto others. She lies to avoid the punishment of death, and her reward is to live. Additionally, Betty demonstrates pre-conventional behaviour. To avoid punishment and obtain a reward, she mentions that “[she] saw George Jacobs with the Devil.” If the residents of Salem discovered that the girls were dancing in the woods, they would be punished. For Betty to avoid punishment, she lied and diverted attention to George Jacobs. Although he was not present in the room, she says that she saw him with the Devil. Accusations as serious as this can result in the accused being hanged. However, Betty wants to protect herself and she does this by blaming another person. Furthermore, John Proctor is pre-conventional. He exhibits this when he says, “I’ll think on it.” John says this when Elizabeth asks him to go to the court in Salem. They know the girls are lying about people committing witchcraft. In fact, Abigail confesses to John that she lied and was falsely accusing the villagers of witchcraft. However, John is hesitant to confront the court as he had an affair with Abigail in the past. He should not have been speaking to her in the first place privately. There also runs the risk of him being accused of lechery by Abigail if he goes to court with the information he knows; therefore, he decides not to speak out yet. To avoid punishment for being a lecher, he decides to stay quiet with vital information that could save innocent lives. John’s reward for this is keeping his reputation as a devoted Christian man who takes care of his family. Each of these characters previously mentioned acted in a pre-conventional manner.  

Conventional characters are also found in the play. One displays conventional behaviour when they behave in a way to fit into a group. Ann Putnam demonstrates this behaviour when she asks, “Do you think it be God’s will that I lose 7 children?” Ann is unable to come to terms with the loss of her children. Instead of accepting that they died of natural causes or with no foul play involved, she questions if people (such as her midwife) had something to do with it. She attempts to gain sympathy by asking this question and achieve group acceptance. Another character who exhibits conventionalism is Mary. She says to John Proctor, “You’re the Devil’s man,” a statement made after Mary realizes that exposing the truth about the girls’ lies regarding witchcraft to the court is ineffectual. Judge Danforth is adamant that the other girls are correct about witchcraft running rampant in the town. Although Mary tries to do the right thing morally, she turns on John when she recognizes she could be in trouble and calls him the Devil’s man. If she takes the girls’ side and achieves group acceptance, then Abigail and the rest of them will spare her from being accused. The last conventional character to be discussed is Abigail Williams. She says, “I want the light of God,” and “I want the sweet love of Jesus!” to present herself as an innocent Christian girl. She says this to prove that she is under the control of witchcraft and the Devil. Afterwards, she begins to accuse other people of being associated with the Devil. Abigail wants to be seen as a victim of this unholy, supernatural crime. She tries to fit in with the other Christian residents, so she won’t get in trouble for going into the woods. All of these characters display conventional behaviour. 

Lastly, we will discuss the post-conventional characters within this play. The definition of a post-conventional character is someone who internalizes a sense of right and wrong without concern for reward, punishment, or group acceptance. Giles Corey is the first character to be analyzed who demonstrates post-conventional behaviour. He is fearless. This characteristic is exhibited when he says, “More weight” before he is pressed to death during his interrogation. Elizabeth Proctor mentions his death to John, who is astounded. Giles’ statement represents his virtuous nature. He was aware that the court was being unfair and at an advantage against the less educated farmers. Instead of falsely confessing to witchcraft, Giles decided to die a Christian under the law. He did this so his land wouldn’t be confiscated by the state. Instead, his land went to his children, and he died an honourable death. Moreover, Reverend Hale acts conventionally. When Giles Corey is present in court, Reverend Hale notices that he has no legal team to represent him. He mentions to Judge Danforth to “Send [Giles Corey] home and let him come again with a lawyer,” as he notices the unfairness in the legal system. Hale is aware that Danforth is taking advantage of the situation knowing that the farmers have no access to lawyers. The court is at an advantage, but Hale tries to do the right thing. He wants a fair trial to take place because Giles is being accused of witchcraft, which can result in him being hanged. Unfortunately, Danforth’s ignorance of this matter allows injustice to take place. The final post-conventional character to be discussed is Elizabeth Proctor. When Reverend Hale talks to the Proctors at their residence, he questions Elizabeth about the accusations of her being a witch. She responds to him by saying, “If you think I am one, then I say there is none,” emphasizing the integrity of her character. She believes that witches do not exist, refuting the idea of her being one as well. Elizabeth sticks to her faith as a Christian woman, and she refuses to lie. She has no concern for group acceptance or obtaining a reward. Overall, these characters do what they believe to be right without the concern for group acceptance or reward, and visibly they exemplify post-conventional behaviour. 

The characters mentioned previously all encompass a fragment of Kollberg’s moral perceptions. Their behaviours and actions shape who they are and what motivates them to do what they do. Every character is driven to act on their desires, presumed rewards, and moral codes. The moral perceptions of pre-conventionalism, conventionalism, and post-conventionalism can help us explain and understand each complex character within The Crucible.  

Projet d’Affiche de Film

Mon Affiche

Core Competency Reflection

My strategies for collecting relevant information for specific tasks include browsing the internet for material related to my project. For example, to find the French name for Spider-Man: Into the Spider-Verse my partner and I checked IMDb for the movie title. Additionally, I looked at our hand-outs to add some vocabulary from this unit and new grammar points we learned. If there was a word I wanted to use but I only knew it in English, then I would search for the word on the Word Reference app.

One strategy or activity that stimulates my imagination is doing art. Art allows me to express myself and convey my ideas to others on a piece of paper. I created the title, the Miles Morales on the right of the title, and the collage of construction paper surrounding the poster. I wish I could have put more detail, but I still think it turned out pretty well! My partner drew Peter Porker, Spider-Man, Spider-Man Noir, Gwen Stacy, Miles Morales (on the left), and The Prowler.

I intend to work on my Creative Thinking core competency. Art is an area of study in which I feel confident challenging assumptions and developing new ideas regularly. Next time, I would like to plan out the layout better so there wouldn’t be as much negative space. To fill in the white space, I could have collaged magazine fragments of a city onto the poster since the film’s location is in New York City.

Law 12 Core Competency Reflection

Critical and Reflective Thinking

The Canadian criminal justice system should be more punitive. Our justice system is lenient and focuses on rehabilitation rather than punishment. Rehabilitation can be helpful so an offender doesn’t re-offend and they can receive the proper help they need. However, depending on the circumstances of the crime, dangerous individuals should be harshly punished. Criminals convicted of first degree murder can carry life sentences. These life sentences can last up to 25 years in jail with no eligibility for parole. After 25 years are served, the offender can apply for parole. For example, if someone were a mass murderer, their life sentences can not be stacked as it violates Canadian constitution. This is unfair to the families of the victims because the person who murdered their loved one(s) can reintegrate back into society if their parole is accepted. Some criminals can seem rehabilitated after serving their sentence but are truly not, then when they are released they re-offend. Rehabilitation does not always work for everyone.

I can analyze my own beliefs and consider views that do not fit with them. Although I agree with the rehabilitation aspect regarding the Canadian criminal justice system, sometimes I find sentencing to be too lenient for certain offenders. For some situations its best to give a harsher punishment so it can also deter future offenders from committing the same act.

English 11

My Artifact

My Learning

In my final poetry cluster, I learned how to analyze a poem in depth. I knew how to analyze a poem before doing this assignment, but I never thought deeply about what the poem is telling me. As I was writing for this cluster, my ideas just flowed out. After completing this assignment I was still thinking about the different meanings within it, which is something I almost never do. Nevertheless, I liked writing about and analyzing “As I Grew Older.”

Core Competency Reflection

An example of where I built upon someone else’s ideas is when I tried to decipher what Langston Hughes’ poem meant. There are many symbols and metaphors in this poem, even if they are not directly stated. These are all ideas that Hughes has of racism, such as the wall dividing black and white people. Although it is not explicitly stated, I tried to interpret his ideas into my personal analysis of the poem.

An example of something I have spent a lot of time learning about is the meaning behind “As I Grew Older.” I tend to be more interested in serious topics within literature, hence I was engrossed in learning about this topic.

Connecting Media and Psychological Disorder Mind Map Reflection

I can analyze evidence to make judgements. For this assignment, I had to research deeply into the lyrics and meaning of the song. I knew it was about peer pressure and alcoholism, but I didn’t notice the hints of someone dealing with depression sprinkled throughout it. (Like how Kendrick’s friends didn’t notice he was sinking into a pit of addiction and mental illness). I listened to the song closely, and I was able to make judgements based on the evidence provided.

I deliberately learn about things that interest me, and new ideas pop into my head. When we were given the criteria for the mind map, I was excited because we could choose any media we wanted. I brainstormed a lot of songs that could connect to a psychological disorder and three perspectives, but I found Kendrick Lamar’s song to be the most engaging to analyze. Music is something I am passionate about, and I am glad I got to write about something I am interested in.

I can tell what is important to me and I can explain my values. Swimming Pools (Drank) is a powerful song that I find very captivating and unique. It’s important because it brings awareness to how harmful peer pressure and alcoholism can be. I appreciate how his lyrics tell a story while being catchy.

Goddess of Summer – Core Competency Reflection

My strategies for collecting relevant information for specific tasks include browsing Pinterest and the internet for material related to my composition. For example, my “Goddess” character is inspired by Norse and Celtic mythology. Online, I researched different symbols to incorporate into my work. An example of something I have spent a lot of time learning about is how to proportion and realistically draw a face. I have never attempted realism before, and I am quite proud of what I have accomplished! A strategy or activity that stimulates my imagination is sketching and planning out my art project before turning it into a good copy. Once I begin to plan, I add onto my previous ideas to create new things. I appreciate feedback on my work, and I prefer that it comes in the form of verbal communication. My artwork is forever evolving and I believe that every artist has more to learn. It doesn’t matter how good you are at art, you can always improve and refine your work!

Research Assignment Reflection

The core competencies I demonstrated in this assignment were communication, personal/social, and thinking. For example, I communicated with my group by working with them to achieve our goal (which was collecting/analyzing the data and answering our hypothesis). Regarding personal/social relations, I demonstrated respectful, inclusive behaviour with my group mates. If someone had an idea for a question on our survey, myself and others would consider that and include it if needed. Lastly, I demonstrated my thinking core competency by forming new ideas to create new things and building on the ideas of others. For instance, we all brainstormed our hypotheses and chose one we agreed on. Then, we discussed questions that related to our hypothesis.

Advertisement and Persuasion

My Advertisement

Persuasion and Advertisement Technique(s)

My advertisement is on Dove shampoo and how it can leave your hair “Shiny,” “Smooth,” and “Silky.” The persuasion technique I used was the ethical appeal. For example, the ad says “Trusted by hairdressers all across the world!” This statement will make people want to buy my product because hairdressers use it! The advertising technique I used was eye appeal because I wanted my ad to be colourful and bold enough so the consumer won’t walk past it. An example of eye appeal on my ad is the different sizing font and colours.

Core Competency Reflection

I can understand and share information about a topic of interest in a clear, organized way. I proved this by having a neat PowerPoint with key words. Also, I was organized because I used cue cards instead of reading off the PowerPoint itself. I think about what I am going to convey and to whom I will convey it, and I demonstrated this by putting myself in the consumer’s shoes and thinking about what would be an eye-catching advertisement. I inquire info and present on topics of interest and topics related to my studies. We were learning about different forms of persuasion techniques in advertisements; therefore, this ad was related to my studies. I get ideas when I use my five senses to explore or when I pursue my interests. I was inspired by other shampoo advertisements and how they used adjectives to persuade the consumer to purchase their product.