The Lone Star High School library was the scene of a courtroom drama on a recent Monday afternoon, with accusations and judgments flying like an episode of reality TV.
But this lesson was better than TV drama; it was straight out of a play — Arthur Miller’s The Crucible, to be specific.
Students in Danielle Thomasson’s English III class are studying the classic work about panic, rumor and innocence, taking a trip to the library as part of their unit. With librarian Ann Terry’s help, they received “villager” cards with traits and hobbies that other students could judge to figure out who might be a “witch.” No one knew their own role — just that they didn’t want to be found guilty by the mob.
The idea? To deepen understanding of their reading by experiencing what it feels like to cast suspicion — or be suspected.
Some of the villagers were mysterious and quiet; others hardworking but superstitious. Students milled around, introducing their characters to each other and debating who seemed suspicious, and why.
After compiling a class list of “witches,” students explained.
Why was one person chosen? “She likes to go into the woods,” one student said. Thomasson pointed and nodded enthusiastically. “That’s shady!” she said.
Villager traits were purposefully misleading — you can’t judge a book by its cover, after all. A caring person who gathered herbs was suspicious, but she wasn’t a witch; she was a midwife. A rebellious villager who liked to sneak out at night wasn’t supernaturally inclined, just a moody teenager.
In total, seven “villagers” were accused and sent away to prepare a defense with Terry’s help. They returned to a chorus of boos, and pleaded their cases as best they could, with their accusers voting guilty or innocent in the end.
Despite their explanations, most were found guilty. In a twist, the one actual witch of the group was found innocent.
He was smiling as the truth was revealed. “That’s what it takes,” he said, “staying calm under pressure!”
After the trial, students reflected on how it felt to be accusers or accused.
“I thought it was fun to accuse people, but I did feel kind of bad that it was so unfair,” one student said. "It was way more fun to decide that people were witches instead of innocent," another said. A third: “I can't believe we got rid of so many people who were definitely not witches."
Thomasson loves teaching The Crucible because students enjoy the drama, and though the language is old-fashioned, the themes still resonate.
“I hope that students can see from this activity how easy it is to fall into a ‘mob mentality’ and that they will continue to embrace their own, independent, critical thinking in the future,” she said. “If we can create a setting that feels so outlandish and unfair in a school library, maybe there are other moments wherein they might benefit from questioning the status quo and thinking for themselves.”
Lessons in the library
This is the second year Ann Terry has hosted The Crucible lesson in the library.
“As a librarian, I spend a lot of time teaching students how to evaluate resources for bias and credibility, and how to research using technology,” Terry said. “This lesson is a nice change of pace; it shows how the library can support teachers in creative, curriculum-based ways beyond research and technology.”
She encourages class visits and acts as a resource to teachers and students. Math classes use the library for station rotations, where Terry not only helps supervise but also steps in with resources for students who get stuck. There are five spots where students can plug in Chromebooks and work collaboratively, projecting their work onto a larger screen. One of her rooms, with whiteboard-topped tables, can be reserved for small study groups.
The library is also a quiet space for students to record themselves for assignments, and with large glass windows and a central location, it’s a safer, more productive place than a hallway for independent work.
And of course, it’s a space to relax, study, do crafts, check out books and have tech questions answered.
“The library is a place for every student,” Terry said. “As we move into more project-based learning, I’m happy to serve as a resource for everyone at Lone Star.”