"The may-pole of Merry mount" is a brief story that helps reinforce understanding of the rigidity of the puritan outlook, particularly the outlook on "dancing in the woods" as a sign of being in league with the devil. One way of "decoding" the story is to ask students to consider Hawthornes sentence in paragraph one: "Jollity and gloom were contending for an empire" as a structural pattern for the story. Encourage students to make a list of all images they encounter in the story that align with "gloom" and another that align with "jollity." Ask students to (a) draw from the lists to construct an overview of each of the two groups who encounter each. "Young goodman Brown" includes mention of actual figures from the salem witch trials and sharpens students awareness of the puritan paranoia about "sin" and "evil" that helps feed the hysteria of the trials. Having students trace the encounters of young goodman Brown in his "dark journey" and give careful definition of the "consequences" detailed in the last paragraph provide meaningful background for study of The Crucible. Hawthornes short story, the ministers Black veil, is another good source to underscore the paranoia about "sin" and "evil.". Distribute and have students read the biographical Information of Arthur Miller handout located within the resource carousel.
Young, goodman, brown, analysis, young, goodman, brown
(Possible responses: riding a broom; stirring a cauldron; chanting seemingly a devils code; taking on animal shapes; reading books, etc.). Help students acquire a basic understanding of the historical framework of the period in American history in which The Crucible is set. In Millers opening "exposition for instance, he makes the statement: "The witch-hunt was a perverse manifestation of the panic which set in among all classes when the balance began to turn toward individual freedom." Encourage students to reach into their study of American history. John Winthrops sermon, "a model of Christian Charity" and his resume "a little Speech on Liberty jonathan Edwards sermon, "Sinners in the hands of an Angry god and several Nathaniel Hawthorne short stories and his novel, The Scarlet Letter, provide excellent accompaniment to a study. (Also, edwards sermon, the hawthorne works, and The Crucible are excellent additions to a study of Puritanism in American history and American civilization courses.) This Activity focuses briefly on Edwards sermon and on two hawthorne short stories, "The may-pole of Merry mount" and "Young goodman. "a model of Christian Charity" provides psychological insight into the formation of the tight community of Gods chosen, the "city on the hill" which must be purged of any symptom that its "purity" is being undermined by satan—hence meaningful background for study of The Crucible. "a little Speech on Liberty" (1645) includes significant remarks on political liberty as such liberty was perceived in the puritan theocracy in Massachusetts, providing a provocative base for weighing the attitudes expressed by danforth and Hale in The Crucible. (A comparison of Winthrops statements with the actions of the magistrates in the play could be a good essay topic.) "Sinners in the hands of an Angry god" (1741) is excellent material for oral reading. Consider choosing a student to roleplay edwards "delivering" a vignette of the sermon to a puritan congregation (the class). The powerful imagery of the sermon—particularly the "spider" image helps inculcate how intensely "guilt" is embedded in the puritan consciousness. Although delivered at a later date than the salem trials—the sermon was part of the "Great Awakening" which attempted to reestablish the calvinistic tenets of orthodox Puritanism—it provides an excellent frame of reference for study of The Crucible.
Encourage students to share their perceptions about witchcraft. Suggestions: Ask students to give a brief account of one or two fairy tales in which witches are an first important part of the story line. Raise the question: do you believe in witches? Encourage an exchange of ideas on factors that generate belief in witchcraft. Consider psychological explanations, possible social, economic, and political reasons. Ask for classic examples of images which, through time, have been associated with witches and witchcraft. In other words, how could one identify a witch?
Call attention to the fact that in "great" dramas there are many strong concentric levels of experience but that these strong currents feed into a transcending theme. Request each pair to make an assessment of the transcending "mission "issue or "purpose" they feel emerges from each play on their list. A few possible generalizations and specific play responses: The play addresses a social issue ( raisin in the sun ) It makes a "political" statement (Shakespeares histories) It reveals the impact of cultural change ( a streetcar Named Desire It exposes a cultural flaw (. Open the discussion in a large group format. Encourage students to share their conclusions about the purposes of dramatic theater. Review (or introduce) writings the Aristotelian term "catharsis." Consider making a master list of "purposes." reinforce the power of drama as a cultural mirror and as an agent dedicated to effecting social, political, and cultural change. Advise students that the action of the play they are about to read centers on witchcraft.
General knowledge of the definition of Puritanism. Classroom, grouping, small Group Instruction, accessibility notes Students with visual impairments or disabilities may need modified handouts or texts. Resources in reach Here are the resources you'll need for each activity, in order of instruction. Engage build Knowledge Apply Engage. Distribute the history of Modern American Drama handout and the vocabulary handouts to the students, both of which are located within the resource carousel. Initiate the study of dramatic sources in this lesson by asking students to share their perceptions of the purposes of dramatic theater. Divide students into working pairs. Ask each pair to list (in a 10 or 15 minute allotted time frame as many titles as they can recall of plays they have read, seen, or acted.
Thesis Statements and Important
Consider the implications of entrenched attitudes and values in epub the shaping of the American character. Identify what generates "guilt" in human society. Probe the nature and consequences of "guilt" in American society. Assess the responsibilities of the "poet" dramatist. Broaden their experience in comparative analysis.
Experience growth in the writing process, oral skills, skills of research, contextual analysis, and collaboration. Gain new insight into and appreciation for the distinctive american "voices" that emerge in 20th century drama. Teaching Approach, arts Integration, thematic, teaching Methods, discovery learning. Discussion, experiential learning, reflection, research, assessment Type, observation. What you'll need, materials, resources, lesson Setup, teacher Background. Read Arthur Millers, the Crucible, consult some of these sites for background information: Prior Student Knowledge, familiarity with the structure of a play (scenes, acts, etc.).
learning how to improve your ideas' support by careful discussion of evidence is probably the hardest and most important practical skill you can learn in the English major. Key staff, primary instructor, key skills, developing Arts Literacies: Understanding Genres, Analyzing and evaluating - critique. Summary, this first of two lessons in this unit examines the consequences of personal conscience in conflict with rigid societal perceptions of what is "right" in human behavior as this conflict is articulated in Arthur Millers. Central to this examination is the focus on Puritanism as an embedded strand in the American psyche, infusing attitudes and values that have been both positive and destructive in shaping the American character. Particularly under scrutiny is the way arthur Miller in this lesson and Tennessee williams in the second lesson both probe the nature of "guilt" generated by such a rigid posture and illuminate the paranoia that grows out of this "guilt.". Learning Objectives, students will: Participate in the reading and close textual analysis of one of Americas most valued plays.
Probe the way drama can be developed as an effective vehicle to indict injustice. Explore the impact of dramatic theater as a catalyst for social, political, and cultural change. Examine the damaging effects of rigid philosophical views being imposed on others. Expand their experience in analysis of structural patterns of composition. Deepen their understanding of drama as a cultural mirror. Assess the evolving nature of the American "hero".
Young, goodman, brown, essays and Research Papers
For instance, did young goodman Brown say "My paper faith is gone! "my faith is gone! or "Faith is gone." The first is an exclamation about an abstract belief. The second is either an exclamation about an abstract belief made allegorical, or about his wife. The third is a statement, either about that allegorical abstract belief or that wife. Getting it right is part of telling the truth, which (as Professor Landow taught me many years ago) is the cardinal virtue in scholarship. . Providing this kind of thorough evaulation and presentation of evidence is what makes papers grow, not summarizing random passages because they sound great (of course they do; it's great literature!) or"ng at length from famous critics because their ideas make a lot of sense.
Concentrate your attentions on some thing or group of things which seem especially important to you. Remember that you can discuss characters, scenes, image patterns, or unusual choices of language, among other common topics. Don't be afraid to sketch a few ideas before deciding on the malayalam one you'll choose. When you have a few possible ideas, try talking to or emailing your teacher for advice-email is especially good since it gives you something in writing that might even be useful in the eventual paper. . It also allows the teacher to conveniently direct you to web-based resources like george landow's Victorian Web, located at ml and maintained by Professor Landow and his students. Being thorough in the body paragraphs: Once your introduction has made clear how your thesis will explain the reader's problem, work through your evidence and reasoning carefully, giving time enough to each piece to explain it thoroughly as it relates to your thesis. Don't be satisfied with a quick reference before skipping to the next point. Reread the passages your evidence comes from and make sure you've got it right (especially direct"s, should you need to refer to the author's precise word choice).
repeat anything in a simple fashion (coyote chases roadrunner but when he does repeat something it's likely to be intentional and, therefore, significant. Focus in Analytical Writing: Remember that any analysis, the "taking apart of a thing" and an evaluation of its parts for functionality or quality, necessarily requires comparison and contrast. It's very like the kind of thinking necessary before writing an evaluation of three kinds of car you're thinking about buying-they're complex, but they can be understood as machines composed of sub-systems and given certain aesthetic "features." you can't reasonably talk about such things. Think of these three stories as three "Hawthorne products." How do their parts work? How well do they work and why? Are there any hidden features? What value do we get for our efforts to understand them? What dangers lurk there and what precautions should be taken? Since you will be doing your own primary research, and since the stories deal with complex intangibles (e.g., ideas you shouldn't attempt to do too much in only a few pages.
Starting the introduction: Frequently the paper begins directly addressing the problem of "Hawthorne's readers" (in third person) because it sets up the problem to be solved as one the actual reader might be familiar with but may not have thought was important until this moment. The introduction then makes the case for why this is a problem, why we should care about it if we are to read Hawthorne well. Often such problems arise because of a potential misreading which originates in an ambiguity in the text which the writer has read closely, or because of some historical circumstance (in plot or Hawthorne's C19 language) which the writer has discovered but the reader might not. Other problems to be solved for Hawthorne's readers might arise because they had not thought to compare the two or three stories which the writer has decided to consider together. Why are they useful to compare? They show us Hawthorne doing "X" in similar, though slightly different ways. The explanation for that becomes the writer's thesis. What you're doing for the reader: Comparison usually would plan be important to any argument about "why hawthorne did x in his story" because his strategy and tools in any one story might be expected to vary in others. What you're looking for are patterns of similarity that enable you to say, in effect, "he did it this way before, so that makes it more likely he's doing it this way again." Then look at the differences in the way he did it, and.
A summary of young goodman brown by nathaniel hawthorne
Understanding and Addressing your, understanding and Addressing your "Best reader" in a literature paper. Note: this advice was originally developed for readers writing about three hawthorne short stories, but the strategies would be the same for those writing about some Breton lais, a section of Malory, or an issue in Chaucer's. You should assume your reader has read the work of literature you are discussing. This makes the literature paper much different from the "book review" or "book report which specifically addresses readers who have not read the work in question. It's more like a spirited conversation among friends who all have seen the same movie and who bring differing interpretive skills and perspectives to the task revelation of understanding. . Plot summary would not be necessary, so don't start with it or fall into it for more than a few sentences-you're just reminding us about the evidence, not being so boorish as to dominate the discussion by telling us what we all know perfectly well. . The literature paper's readers, however, probably have not read the work from the point of view of your thesis, grounded in your original insight. That's the "news" you have to tell them, the work you are doing for them, the value you add to their rereading.