Students will write and discuss the characteristics of the defendant. Students will write and discuss the major themes of the play. Students will write a journal on, “What is a culture?”

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques,figurative language, and genre to create, critique, and discuss print and nonprint texts. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

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I think watching parts of Robert Dinero's Guilty By Suspicion would be good to illustrate the atmosphere of anti-communism at the time.

Students will have a quiz at the end of the period over the in class reading

Journal Writing: What is culture? What makes a culture? Who decides what is normal in the culture? Who decides what actions are acceptable? What do you think about that? What is culture made of according to the reading. Discussion of their journal writing. (10 min) Group Activity--worksheet. Questions to be asked: a) What is communism? What does it attempt to do? Why? b) How has America received it? What kind of attitudes did/do they have about it? c) How does the information above relate to what we are reading? (hint: it has to do with the defendant.) (10 min) Go over the wk. sheet and allow students to take notes. (10 min) Discussion: What was going on in the 50s? Who was the major enemy of the United States? So given the subject matter of the play, how do you think this play was received by Americans and the American Government? What are some of the plays redeeming qualities? How does the play end? Is it a happy ending? (10 min) Group Activity: In addition, to the class issue what are some other themes, or ideas possible in the play. What does this play make you think of? What are some other elements of the play that you are interested in? Are there any other characters that you want to talk about? Are there any other characters you wish you knew more about? Are there people you don’t see in the play that you would like to know about for example the judge, or the prosecution? As always tell why. (10-15 min). Introduction of Essay--(10 min). Planning Ahead--what evidence has been called into question. Summary--5 min<

Students will use Claris Works to type up and spell check their journals.