Transcript crucibleREV - readingandprimarysources
Slide 1
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 2
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 3
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 4
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 5
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 6
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 2
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 3
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 4
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 5
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.
Slide 6
History Behind The Crucible:
The Salem Witch Trials
The play The Crucible is set during the Salem
Witch Trials in the Massachusetts Bay
Colony in 1692. While it is an allegory for
events in the 1950s, understanding the
historical setting of the play is imperative.
You will conduct brief research about the
Salem Witch Trials in order to answer the
essential question below.
What Caused the
Salem Witch Trial
Hysteria of 1692?
Source: http://www.greatkat.com/03/salem2.jpg
Information Sources
Use the primary sources in your envelope and the websites below complete the
Student Activity on Slide 3:
World Book Student overview article: The Salem Witch Trials
Timeline of events in Salem during the witch trials.
The Salem Museum’s website
Information on the afflicted girls at Eyewitness History.
Events and causes of the hysteria.
Overview of the historical context for the play (Literature Resource Center database).
The Trial of Rebecca Nurse
www.salemwitchmuseum.com
The Student Activity
Use this document to access
your prior knowledge
about the Salem Witch
Trials.
Then, use the sources on
slide 2 to read and
gather information and
answer the questions.
Provide the name of the
information source you
used for to answer each
question. Is it a
primary or secondary
source?
The Assessment Activity
Review the information you gathered to synthesize the facts and gain a clear picture of what
happened in the Salem witch trials. Use one of the formats below to summarize the key
facts and answer the question:
How did intolerance and fear lead to the Salem witch trials?
Write a journal entry (paragraph) explaining what happened from the point of view of a
visitor from another colony (such as Rhode Island or Virginia) who witnessed the events.
Your teacher may have you share your journal entry by posting it on a Wiki page, WallWisher
wall or Voice Thread (text or audio entry).
Use Wordle to create a word cloud using key words and phrases from your notes to
summarize what happened and why.
Take a screenshot of your word cloud and paste it into a Word document, PowerPoint slide, or
Wiki page so that you can share it with classmates;
print out, save, or post your document as directed by your teacher.
Use Glogster to create a Glog (interactive poster) using text from your notes and digital
images from the information sources.
Your teacher or library media specialist can provide instructions for accessing student accounts
in Glogster and sharing your Glog with classmates.
Enrichment Activities
“The Witch: No. 1”
Source: Library of Congress
Public domain image.
Here are some additional resources that may be useful for this research or for extending
your learning about the Salem witch trials.
Documents, maps, and transcripts
More detailed information on the trials with primary sources
The Salem Witchcraft Papers
Teacher Support Materials
Lesson Objective:
AASL Standards for the 21st Century Learner:
Students will analyze the events, causes, and effects of the
1.1.2 Use prior and background knowledge as context for
Salem witch trials by conducting research to answer the essential
new learning.
question.
1.1.6 Read, view, and listen for information presented in
LA.7.6.2.2 The student will assess, organize and check the validity and reliability of
any format (e.g., textual, visual, media, digital) in
information in text, using a variety of techniques by examining several sources
order to make inferences and gather meaning.
of information, including both primary and secondary sources;
1.1.8 Demonstrate mastery of technology tools for
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity
accessing information and pursuing inquiry.
and reliability of information from multiple sources (including primary and
2.1.6 Use the writing process, media and visual literacy, and
secondary sources) to draw conclusions using a variety of techniques, and
technology skills to create products that express new
correctly use standardized citations;
understandings.
Differentiation Strategies: Students can be paired based on
ISTE National Educational Technology
reading level; students can create a cause and effect web instead
Standards for Students:
of the chart; students can create a visual presentation using one
of the digital tools on Slide 4. The information sources on Slide 2 3. Research and Information Fluency - Students apply digital
tools to gather, evaluate, and use information. b.
include multimedia and Read Aloud.
locate, organize, analyze, evaluate, synthesize, and
Learning Preferences/Styles: Visual, auditory, global, field
ethically use information from a variety of sources and
independent.
media.
Notes to Teachers: Collaborate with your school’s Library Media 1. Creativity and Innovation - Students demonstrate creative
thinking, construct knowledge, and develop innovative
Specialist to have students use the digital tools for the
products and processes using technology. b. create
Assessment Activity on Slide 4, or visit these resources:
original works as a means of personal or group
Wiki page - PB Works Tutorial
expression.
VoiceThread - Voice Thread Tutorial
Glogster - GlogsterEDU FAQ's: How to register and create
student accounts
WallWisher – WallWisher FAQ’s
Adapted from the presentation created by Stacey Kalwa, English Teacher and Kelly Ray, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s
Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.