The Crucible Essay

To truly understand the characters in Arthur Miller’s play The Crucible, as well as their motivations for their actions, it is necessary to refer to Kohlberg’s moral precepts. Kohlberg’s precepts are separated into three categories. Each one is meant to explain an individual’s motivation for acting in a specific way. This essay will focus on the pre-conventional, conventional, and post-conventional behaviours. These three distinct categories will be defined initially and then discussed in further depth. Finally, particular characters will be used to illustrate each of the three groups. Each category will analyze three different characters and their situations throughout the play.

There are many examples of pre-conventional Characters found in Arthur Miller’s book the Crucible. Preconventional is when a character behaves in a specific way for them to avoid punishment and obtain a reward. Abigail Williams, Mary Warren, and Tituba represent the pre-conventional stage of morality. Abigail’s false confession “I want the light of God, I want the sweet love of Jesus, I danced for the Devil, I saw him, I wrote in his book, I go back to Jesus” demonstrates that she manipulates the truth to protect herself from punishment and gain control. Similarly, Mary Warren admits, “I cannot charge murder on Abigail. She’ll kill me for saying that. I cannot. They’ll turn on me.” Her motive is based on protecting herself rather than ethical behaviour, as shown by the fact that her fear of Abigail’s revenge outweighs her sense of right and wrong. Tituba also acts from fear when she says, “Mr. Parris, no goodly man. Mr. Parris mean man and no gentle man. And he bid me rise out of bed and cut your throat.” Tituba’s confession is motivated by self-interest and safety rather than the truth. Whatever will keep her safe from harm, she says. All three characters demonstrate how the pre-conventional stage of moral reasoning is controlled by fear and self-interest.

The conventional stage is when people follow rules and do what society expects in order to fit in or avoid discord.  Betty Parris, Mary Warren, and Judge Danforth all display this behaviour in The Crucible. When Betty states, “I saw George Jacobs with the Devil,” she joins the other girls in blaming others to avoid getting herself into trouble. She is not thinking for herself, instead, she mimics what others are doing. Mary Warren demonstrates this type of behaviour when she tells Abigail, “Abby, I’ll never hurt you more.” Despite knowing the truth, Mary gives in to societal pressure and joins the group. Danforth’s line, “A person is either with this court or he must be counted against it. There be no road between,” illustrates his belief that individuals must obey authority without question. The conventional stage emphasizes cooperation and fitting in, as seen by the fact that all three individuals behave according to social expectations rather than their own moral principles.  

Lastly, the post-conventional stage is the highest level of moral reasoning, where people make choices based on their own sense of right and wrong, even when society disagrees. In The Crucible, Giles Corey, Elizabeth Proctor, and John Proctor each show this kind of moral strength in different ways. Giles refuses to give in to the court’s demands and only says, “More weight,” as he’s being crushed to death. His silence protects others from being accused and shows his bravery and nobility. Elizabeth also demonstrates moral maturity when she says, “He has goodness now. God, forbid I take it from him.” Instead of begging her husband to wrongfully lie, for him to stay alive. She lets him choose honesty, showing that she values integrity over personal comfort and keeping her husband. Finally, John Proctor’s emotional statement, “Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies!” reveals how much he values his personal truth. By choosing death rather than living with guilt, John proves to us that moral principles are stronger than fear. Together, these characters represent the post-conventional stage by standing up for what they truly believe, even when it costs them everything.

To conclude this, Kohlberg’s stages of moral development make it easy to understand Arthur Miller’s The Crucible, which is a strong examination of human morality. Betty Parris, Mary Warren, and Judge Danforth show how hard it is to follow social norms in the conventional stage. On the other hand, Abigail Williams, Mary Warren, and Tituba show how fear and self-interest can lead to pre-conventional behaviour. At the highest stage of morality, Giles Corey, Elizabeth Proctor, and John Proctor show post-conventional morality by putting their own honesty, fairness and moral principles ahead of social pressure or fear. Kohlberg’s system helps us understand the moral choices and motivations of the characters in the play better. It shows how social pressure and individual morality affect how people act in times of crisis.

English Core Competency Reflection

Artifact

For this reflection, I chose my artifact to be my concept map on Indigenous storytelling. This assignment helped me understand how Indigenous stories are passed down and how they connect to land, culture, and identity. I liked this activity because it was more visual and helped me organize my thinking in a way that made sense to me. I was proud of how I showed the themes and meanings from the stories, and how they relate to real-life values and teachings.

Curricular Competency Reflection: Create and Communicate

While working on this concept map, I learned that Indigenous stories are not just made-up tales but hold deep lessons and connections to the land. I got better at showing my ideas clearly through visuals and short explanations. It helped me grow in how I communicate ideas in a creative way. I also learned that Indigenous stories are a way to teach younger generations about respect, community, and nature. This made me think more about the importance of storytelling and how I can show respect and understanding toward Indigenous knowledge.

Core Competency Reflection: Thinking

I grew in my critical thinking while making the Indigenous Storytelling concept map. At first, I didn’t fully get how deep the stories were, but after reading more and thinking about what the characters and events really meant, it started to click. I used class notes and teacher feedback to help improve my work and made sure I showed the key themes clearly. It wasn’t just about copying facts, it was about really thinking through what I learned and putting it into my own words and making my own connections between topics learnt in class. I feel like I understand storytelling in a new way now. If I were to do it again, I would try to connect even more examples from different stories to build a stronger map.

Core Competency Self-Assessment (Titration Lab)

Artifact

For this reflection, the artifact I chose from the Acid-Base Titration Lab is my solution made from NaOH and HCl. In this lab, me and my partner Bella titrated an unknown concentration of hydrochloric acid using 0.100 M of NaOH to determine the molarity of the acid.

Curricular Competency Reflection

A titration is a lab technique that is used to find the concentration of an unknown solution by slowly adding a solution of known concentration until a chemical reaction is complete. In this lab we used titration to find the concentration of HCl by reacting it with NaOH solution. The endpoint is when enough base has been added to fully neutralize the acid and we knew we had reached the endpoint then the indicator we added changed colour for at least 30 seconds to a very light pink colour. This showed us that all the acid had reacted. our average volume of NaOH used was 14.44 mL which we used to calculate the moles of NaOH and HCl. From this we found the molarity of HCl to be 0.144 M. Our trials were consistent towards the end and our final results showed good accuracy and technique.

Core Competency Reflection: Communication

In this lab, it really showed how important communication is in chemistry group work. Bella and I had to stay focused and talk clearly through every step of the lab. We made sure to double check each others burette readings ands helped each other know when to slow down to drops so we didn’t overshoot and go past the endpoint. Additionally, we worked together partially on calculations, such as finding the average volume and moles, and made sure our answers matched before writing anything down. We were both patient and open to eachothers ideas, and made decisions together as a team. If we hadn’t communicated well, the lab could have easily gone off track or given us bad, inaccurate results. One thing we could definitely improve on is being a bit more organized when recording data such as assigning roles like one person calls out numbers while the other writes. This would help us be more efficient with our time and stay more accurate by making sure one person always has eyes on the lab. Overall, me and Bella worked well as a team and communicated clearly to get solid results from our lab.

Unit Core Competency Self-Assessment

Share the experience of personal awareness/responsibility for your artifact

During the Planarian microscope lab, I gained personal awareness by actively taking responsibility for my own learning and concentrating on accurate observation techniques. to avoid feeling overwhelmed during the detailed examination, drawing and labeling process, I kept myself and my workstation organized and worked at a steady pace to avoid falling behind. To track my progress and stay on track, I created small checkpoints for each step of the lab such as drawing the planaria or documenting its behaviours. Whenever I was faced with some sort of challenge such as difficulty focusing the microscope or not being able to find certain body parts, I advocated for myself by seeking help from my teacher and classmates. Moving forward, I would improve by preparing more in advance and getting familiar with the microscope settings to increase my work efficiency.

Law Debates

The Debates

Debate – Recording-20241121_145431.webm

My Rebuttal – Olivia Rebuttal.webm

Core Competency Reflection

Examples of where I communicate clearly and purposefully can be seen in…

In my debate against the legalization of prostitution, I communicated clearly and purposefully by presenting my arguments in an organized manner by using strong and accurate evidence and persuasive language. For example, when talking about how prostitution disproportionately impacts Indigenous women, I included things like statistics and proven research, which enriched my argument and overall, challenged my opponents in their rebuttal. I believe I got my points and argument across extremely well and my form of communication was clear due to my descriptive and detailed language and explanation. I believe my opinion and information greatly impacted Hugo and Antonio’s mindset and made them think of factors they may not have thought of.

I use evidence to make judgments or decisions as demonstrated in this…

I used evidence from research studies and real-world examples to support my argument about the legalization of prostitution. For example, I referenced proven studies showing how legalized prostitution increases human trafficking rates, and how indigenous minors in Canada make up a great portion of sex workers within Canada. This research gave me the evidence to use to make more informed judgments about the consequences of legalizing prostitution and strengthened my overall argument.

I am willing to explore controversial issues such as…

Prostitution is a highly controversial issue within Canada, and across the world. However, I was willing to explore the issue deeper to understand better the social, ethical, and legal factors of prostitution. By looking deeper into perspectives against legalization, I learned how these laws could greatly Impact low-income and vulnerable populations. Hearing Antonio and Hugo’s perspectives made me second-guess my argument, and really think about different perspectives, and who would be negatively affected. I am willing to move forward with exploring controversial issues, such as polygamy, the other given topic, as I find it interesting to hear about the two sides of controversial issues, and would love to engage in a debate on this topic. However, overall I enjoyed researching the topic of prostitution, and I would be interested in doing more controversial debates in the future.

Transforming Parabolas

List of Equations

Red Parabola:

Blue Parabola:

Orange Parabola:

Purple Parabola:

Green Parabola:

Significance of a, h, and k in My Chosen Equations

In the graph that I’ve created, each parabola shows how changes to the values a, h, and k affect the parabola’s shape and position along the graph.

The a-value controls the parabola’s vertical stretch or compression and direction. When a-value is greater than 1, the parabola becomes narrower, meaning it is vertically stretched. If a is a fraction between 0 and 1, it means that the parabola widens. If the parabola is a negative number, it opens downwards instead of upward, flipping it vertically. For the green parabola, my a-value was 5 making it more narrow, whereas, the blue parabola’s a-value was a fraction, making it wider. The blue parabola’s a-value was also negative, making it open downwards, and the green parabola’s a-value was positive so it remained opening upwards.

The h-value of a parabola shifts it horizontally along the x-axis. Positive h-values move the vertex to the right, while negative h-values move it to the left. This horizontal movement changes the location of the parabola’s vertex and points, but it doesn’t affect the parabola’s shape or direction. The purple parabola had a h-value of 3, making it shift to the right by 3, which changes the parabola’s vertex and other points.

The k-value of the parabola shifts it vertically along the y-axis. Positive k-values move the parabola upwards, and negative k-values move it downwards. This change impacts the y-coordinate of the vertex, which changes the minimum or maximum value, depending on the direction the parabola opens. The orange parabola’s k-value was 2, making it shift upwards along the y-axis by 2. This changed the minimum value of the parabola and changed its location.

Self-Assessment

How did you represent the same mathematical idea in multiple ways in this assignment?

    In this assignment, I represented the same mathematical idea of transforming parabolas in multiple ways. First, I used the graph on Desmos to show visual changes to the parabolas, which shows how adjusting the a,h, and k values affected each parabola’s shape and positioning along the graph. After that, I included the equations of each transformed parabola, which represented these transformations in an algebraic form. I think by combining the visual and symbolic representations, I demonstrated the impact of adjusting the a,h, and k values on parabolas in multiple ways.

    State some of the relevant mathematical vocabulary words you used to demonstrate your understanding and their definitions. State where you found the definitions

    All the definitions I have used in this Edublog have been words I have learned in class either from our lessons or from other students.

    • Vertex: The vertex is the highest or lowest point of a parabola, depending on which direction it opens. For parabolas we have been learning, in form y = a(x-h)^2 + k, the vertex is located at the point (h,k). This point determines the position of the parabola on the graph.
    • Transformation: A transformation is like an operation that changes the position, shape, or orientation of a graph. In this assignment, the transformations include shifting the graph horizontally, and vertically, and stretching or compressing it. Each transformation changes depending on which values are changed in the equation.
      • Vertically Stretching or Compressing: This describes how the parabola’s width changes based on the value of a, in the equation. If the a-value is greater than 1 the parabola stretches vertically, if the a-value is less than one and larger than 0 (a fraction) the parabola becomes compressed, making it wider.
      • Horizontal and Vertical Shifting: Horizontal shifts move the parabola left and right, controlled by the h-value. Vertical shifts move the parabola up and down, controlled by the k-value. These shifts adjust the position of the vertex and parabola without affecting its shape.

      How did you use formatting to share your information in a clear and organized way?

      I used formatting to keep my information clear and organized in several different ways. First off, I used headings to separate each section, making it easy to find specific parts like the equations, paragraph explanation, and self-assessment. I also used bullet points to organize my definitions and make them clear and easy to understand. I used bold text to highlight key terms and my questions so they don’t blend in with the rest of my writing. This formatting made my post look clean and will help guide the reader through my assignment.

        Grade 11 Advisory Core Competencies

        Collaborating

        My first goal for this semester is to be patient and inclusive when collaborating in group work. I tend to want to take control of group projects, however, I’m aiming to give everyone a chance to express their learning and knowledge.

        Critical and Reflective Thinking

        My second goal is to use critical and reflective thinking with all my upcoming assignments and projects. I don’t want to rush my work or rely on other people to always assist me, I want to be able to use my own thoughts and ideas for my own, original work.

        Core Competency Self-Assessment

        Communication

        This artifact is from one of our more recent labs during our Chemistry Unit. I was able to communicate well with both Ms. Chew and my lab partner, Camryn. I did well at communicating my thoughts and ideas to my partner, and we worked together really well. I listened to everything she had to say and we were able to understand both of our ideas and incorporate them into our reflection questions. I did well at communicating with my teacher by asking many questions on things I wasn’t clear on and using clear and easy-to understand language to reflect my understanding on my reflection questions. Me and my lab partner also collaborated very well and equally shared responsibly for our roles during the labs. We both agreed on taking turns creating the reactions so we both got a fair amount of experience with the chemicals in the lab, which means we both learned a lot. As you can see in our artifact, our reactions were all successful and we were able to observe them precisely.

        Reflecting on My First Year

        My Grade 9 Year

        This year I reached many of the goals I set before going into grade 9. My goals were to complete all of my assignments, preferably on time, and get good, stable grades, and I was able to achieve that. My grades stayed at A’s and Hight B’s, which was good, especially because I wasn’t used to the work load. I joined the Centennial Track Team, which helped me make new friends and it was fun to be apart of something. I was able to overcome my challenges with certain subjects by booking my teachers for flex to get extra help, and by getting a peer tutor to help me with homework, and to prepare for tests.

        My Favorite Website

        https://www.youtube.com

        My favorite website is YouTube because you can look up anything you don’t understand, and you can find a video to explain it, If I don’t understand a math concept, I can search up a lesson that I can re-watch as many times as I need.

        My Favorite Video

        This is my favorite video because it shows how much I enjoy doing work in the library and being productive. I like to book the library for flex to get extra help and get work done. I like the fact I can borrow laptops whenever I need to use one if I forget mine.

        My Favorite Image

        This is my favorite image because I was able to share what I had, but didn’t need, to the less fortunate. This was a really touching experience as it made me realize how much I actually have, and that i need to be more grateful.

        My Favorite Quote

        “You Only Live Once”

        This is my favorite quote because every time I want to take a risk, or join something fun, I think of this quote. I might as well try everything I can in school, as I only have one life and I want to make the most of it.

        Works Cited

        • YouTube. https://www.youtube.com/. Accessed 4 May 2023.
        • ZoteroBib: Fast, Free Bibliography Generator – MLA, APA, Chicago, Harvard Citations. https://zbib.org/. Accessed 4 May 2023.
        • Community, Shutterfly. “55+ Inspirational School Quotes for Every Student | Shutterfly.” Ideas & Inspiration, 1 June 2022, https://www.shutterfly.com/ideas/school-quotes/.

        Element PowerPoint

        My PowerPoint: Titanium

        https://sd43bcca-my.sharepoint.com/personal/076-olorenz_sd43_bc_ca/_layouts/15/Doc.aspx?sourcedoc={0e0bb47a-acda-4433-b942-8976477dd674}&action=embedview&wdAr=1.7777777777777777

        Curricular Competency Reflection

        a. What questions did you need to research in order to create your power point?

        I needed to research about the history of the element I chose and about the periodic information.

        b. What new or familiar digital tools did you try to use as you worked through this project?

        I used power point and I was able to use the design tool to make a good looking and organized power point.

        c. What was the process you used to investigate the topic and how did you verify and cite the information you found?

        I verified that the information was correct by checking multiple websites and the majority had the same answer, so it was clear that it was valid information.

        d. How did the process of completing this challenge go? What could you have done better?

        I probably could have gone over my work more and maybe added some more information, but I think I did well.

        Core Competency Reflection

        When I need to boost my mood or re-focus, I typically go for a walk around my school so I can relax a bit and take a break. This is how I manage to stay focused during the day.

        I respectfully advocate for my needs by asking lots of questions about the parts of my assignment that I’m not sure about. I am also honest with my teaches about what helps me focus.

        I am so curious about chemistry that I am excited to learn more about how I could do extra research and assignments to make it even better. I plan to take chemistry in my later high school years as it is one of my favorite things to learn about.