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Natalie Moore and Jillian Zuber10/2/2007US HistoryEleventh Grade

The Salem Witch Trials: What Really Happened?

Essential Questions/Big Ideas:- What happens when fear gets carried away?- How does a historical event get recorded and interpreted?

General Objectives:

- This lesson incorporates the following NCSS Standards:II. Time, Continuity, and Change

a) Demonstrate that historical knowledge and the concept of time are socially influencedconstructions that lead historians to be selective in the questions they seek to answer and theevidence they use;d) Systematically employ processes of critical historical inquiry to reconstruct and reinterpret thepast, such as using a variety of sources and checking their credibility, validating and weighingevidence for claims, and searching for causality;

- This lesson incorporates the following SOL Standards:USI.5: The student will demonstrate knowledge of the factors that shaped colonial America by:

a) Describing the religious and economic events and conditions that led to the colonization ofAmerica;b) Comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies,with emphasis on how people interacted with their environment;

Learning Outcomes:- Students will KNOW…

- The Salem Witch Trials are documented through primary resources including: court caserecords, letters from townspeople, maps, diaries, interviews and first person accounts- There are four major theories about the Salem witch trials including: a theory regarding thesocial/economic status of the village and town, a theory that examines the affects of religion, atheory that looks at the repression of children and a theory that looks at how fungus in wheatcould have affected the population

- Students will UNDERSTAND…- That there are multiple perspectives to historical events and they may be interpreted differentlybased on evidence- That the religious and economic nature of the New England colonies contributed to the hysteriain Salem

- Students will BE ABLE TO…- Discern potential biases in primary resources and how they may affect historical interpretation- Utilize historical inquiry to make their own decisions and theories about historical people,events and periods- Create their own theories/hypothesis and use historical evidence to support them

- Students will DEVELOP…- An attitude of tolerance for the diversity found in American society- An attitude of respect for their fellow classmates and their values- A sense of civic duty to be a responsible citizen

- Students will IMPROVE…


- Group, cooperation, reading, comprehension, critical thinking and evaluating historicalevidence skills

Assessment: Methods of Evaluating Student Progress/Performance:- Formative:

- Response to the video clip- Graphic organizer from learning stations- Questions to each of the four theories on Salem- Exit Card

- Summative:- Mock Salem Witch Trial

Content Outline:- Definitions (http://dictionary.reference.com/)

- Primary source:D: An original fundamental and authoritative document pertaining to an event or subjectof inquiry; a firsthand or eyewitness account of an eventE: A diary entryA: Written or recorded in first person account from someone who is an eyewitnessN: A textbook

- Secondary source:D: Any document that describes an event, person, place, or thing, usually not createdcontemporaneouslyE: A textbookA: Written or recorded information about an event by someone who is not an eyewitnessN: A photograph

- Sources of bias:D: Manipulation of information for an intended purposeE: Not providing both sides of a court battle on the news in order to show the defendantin a negative lightA: Manipulation of information can include selection, omission, distortion of images, themisuse of names, statistics, and changes in word choice or toneN: Showing both sides of the story in a court battle on the news in order to paint thedefendant in a neutral light

- Witchcraft trials in Salem (The Americans McDougal Littell)- The strict limitations on women’s roles, social tensions, strained relations with NativeAmericans, and religious fanaticism all contributed to the hysteria- 1692: several Salem girls accused a West Indian slave women, Tituba, of practicing witchcraft- In a society under constant fear of attack, these accusations drew a great deal of attention- The girls began to accuse others of witchcraft and those accused tried to save themselves bynaming other “witches”- Hysteria gripped the town as more were accused and the accustations began to highlightsocial and religious tensions- Many of the accusers were poor and brought charges against richer residents- Many of the accused were women who were considered to independent- The accustations continued until the girls dared to charge such prominent citizens as thegovernor’s wife- The court realized they were hearing false evidence and closed the cases- The hysteria ended, but 19 people had been killed, five people died in jail, and 150 people wereimprisoned


Student and Teacher Activities with Estimated Time Blocks: (Based on 90 minute block)1. HOOK- Mock Witch Hunt (~15 minutes)

- Students have just concluded a unit and taken a test or given some type of assessment- Have the desks arranged throughout classroom in groups of five so that students are facing each other- Post “Salem Witch Trial” Seating Chart on the overhead projector- Once students are seated have them create a group name and write them on the overhead- NOW APPEARING STERN, ANGRY, AND UPSET tell students that you have graded thetest/assessment and that you have discovered that four people have cheated- Tell them how this is against the school’s honor code and could result in detention, suspension, etc.- Tell them they have 3 minutes (time them with a stop-watch!) to find out who cheated and that oneperson in each group who has cheated or the entire class will fail the test and their parents will becontacted- Talk to students to encourage them to question and accuse one another of cheating. Often students willconfess to “save the class” or give excuses or explanations to each other on how they did/did not cheat- When 3 minutes are up have students reveal “the cheaters” and ask students why they admitted tocheating when they did not or why they felt the need to be defensive- DEBRIEF:

- Explain the chaos that evolved in the classroom is similar to the hysteria felt by Salem townsand village people- That if they were children in Salem this would have been a LIFE OR DEATH situation- Explain how some “witches” went to trial or confessed to crimes of witchcraft to save theirown lives!- Ask students how this activity made them feel and relate it to how the accused in Salem mighthave felt (EMOTIONAL RESPONSES/CONNECTIONS)

2. VIDEO CLIP- “The Crucible” (~10 minutes)- Teacher will pass out Salem Witch Trial Introduction worksheet and read aloud while students silentlyfollow (see attached worksheet)- Teacher will ask the students what they know or have heard about the Salem Witch Trials- Teacher will show a short movie clip to illustrate to the students the hysteria of the young girls- Students will write 3-4 sentences about their reactions to the video on their Introduction worksheet

3. LEARNING STATIONS- The Documents of the Trials (~30 minutes)- Pass out Learning Station Graphic Organizers (see attached worksheet)- Explain to students they will be visiting 4 different learning stations as groups and looking at differentprimary resources from the Salem Witch Trials- Assign a group to each station and note to students that they will have approximately 30 minutes andthat they should rotate around the classroom in a clock-wise manner- Also, remind students that as part of a debrief activity they will be asked to evaluate interactions andwork ethics of their group- So they should make an effort to communicate and work together effectively!

- STATION 1: COURT CASES- Students choose one of four court cases to examine as a group; some groups will bebased on reading levels especially with groups who have ELL students because the courtcases are adapted from early English language- Students should take turns reading aloud, or silently (group choice) the court case andthen write responses to the questions provided in the graphic organizer

- STATION 2: BIOGRAPHIES- Students will read biographies from accused witches, townspeople, and village people


- Then on the graphic organizer they will write their own postcard/letter (3-4 sentences)taking on the role of the person who they read about- They may draw pictures too if they would like- Students will read their letters aloud to one another and discuss the possible biases ofthe authors

- STATION 3: MAPS- Students will examine different maps of Salem, including maps that detail economicprosperity, where the “accused” and “accusers” lived, and the role the road played increating a new merchant class- Students will look at the maps and write a short explanation of the theories behind themon their graphic organizer and answer questions related to the maps- Students will hypothesize how the locations of the accused and accusers relate to theeconomic or social status of where they lived

- STATION 4: WEB ACTIVITY- Students will go to the following website: http://www3.nationalgeographic.com/salem/- Students will follow the online directions and record if they confessed or not and whatthe consequences were- Students will write a brief summary of the case on the website

4. GROUP WORK-Salem Theories (~30 minutes)**Note some of the information (stories) provided will be differentiated based on reading ability level- Have students sit in groups and explain that now they have the primary source and backgroundinformation for the Salem Witch Trials that they are going to explore four major theories surroundingthe event- Ask students if they have any theories from the information they already have collected about why theSalem Witch Trials occurred- Pass out the articles (also pass out highlighters) about the four different theories and have studentsdecide whether they would like to read them aloud as a group or silently (see attached worksheets)- Have students highlight the main ideas or things in the article that they may have questions about- Discuss the articles as a group using the questions provided as a guide- Students will then create a poster which states:

1. The Theory2. Main Points of the Theory3. If the group believes this theory is plausible based on the evidence they have collected

- Have students present their posters while students follow along filling in the Salem Theories GraphicOrganizer- Take a class vote to see which theory they believe is the MOST plausible

5. EXIT CARD-Index Cards (~5 minutes)** Will be differentiated by skill:- Pass out index cards and have students complete the following:

1. On top write the theory they believe is most plausible2. Then using the theory explanation and evidence they have gathered to give 3 arguments whythis is the most accurate theory3. On the other side of this card write how your group worked together:

- What parts did you contribute?- Did your members contribute equally?- Did you actually discuss topics and ideas as a group?- Was everyone in your group respectful towards others ideas?

Materials Needed for the Lesson:- “The Crucible” video clip and video worksheet- The learning station handouts and graphic organizer


- The four theories on Salem handouts, question worksheets, and graphic organizer- Index cards for the exit ticket- Art supplies: Poster board, markers, highlighters, etc.- Computers- Overhead Projector- Stopwatch

Differentiation:- ELL: These students will be placed in groups were others can help them read the directions andquestions. The teacher will make sure to walk around and check on these students. The visuals of thevideo clip, maps, and creating a poster will help these students. The readings on the four theories can bedifferentiated based on reading level.- IEP: These students will sit and work in safe groups. The expectations will be made very clear tothem. They will be given tasks to ensure success and to scaffold their learning including all theworksheets and graphic organizers. The instruction is staggered to meet their needs.- EBD: These students will be placed in separate groups and be seated at the front of the classroom. Theteacher will stay within close proximity to them to ensure that they stay on task. The activities arevaried and the learning is staggered to keep them engaged. The activities also provide choices to helpmotivate these students. The activities also allow the students to move around and keep them engaged.- G: These students will be placed in separate groups so that they can act as leaders and provide creativeand insightful ideas for the group. The teacher will make sure to walk around and ask them questionsthat require higher critical thinking skills. These students will be given the most challenging reading onthe fungus theory.

Subject Matter Integration/Extension:

- This lesson fits right into the study of life in the early colonies and the influences of religion- It is also important to help students understand the differences between colonies and how thesedifferences influenced the Revolution and the Civil War- This lesson also teaches students to compare the Salem Witch Trials to modern witch hunts to givethem an idea of the big picture- This lesson teaches students skills for historical inquiry and critical thinking that they will needthroughout the year and in life- This lesson also teaches students about historical empathy and gives them an understanding of howsuch a tragic event could have happened

Reflections on Lesson Plan:

- This is an excellent lesson to teach students the big ideas about the Salem Witch Trials and itsconnections to modern times- This lesson also teaches essential historical inquiry and critical thinking skills that students will need tobe successful citizens- This lesson incorporates group work and cooperative learning so students will develop respect for eachother’s opinions- This lesson is differentiated to respect all students’ readiness and interest levels- We are very excited to teach this lesson!

Materials Consulted:Brown, Coady, Vida. Salem Witch Mock Trial. Retrieved October 2, 2007, fromhttp://eprentice.sdsu.edu/J03OP/Brown/WebQuest/Teacher_Page_files/frame.htm.

Danzer, G. A. (2003). The Americans. Evanston: McDougal Littell.


Dictionary.com. (2007). Retrieved October 2, 2007, from http://dictionary.reference.com.

Discovery Education. (2007). Salem Witch Trials: The World Behind the Hysteria. Retrieved October 2, 2007,from http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/divisions.html.

Hytner, N. (1996). The Crucible.

Public Broadcasting Service (2007). Secrets of the Dead. Retrieved October 2, 2007, fromhttp://www.pbs.org/wnet/secrets/case_salem/index.html.

Ray, B. (2002). Salem Witch Trials: Documentary Archive and Transcription Project. Retrieved October 2,2007, from http://etext.virginia.edu/salem/witchcraft.

Sutter, T. Biographical Information for Salem Witch Trials. Retrieved October 2, 2007, fromhttp://www.salemwitchtrials.com/biographies.html.


NAME: _____________________DATE: ______________________CLASS: ______________________

The Salem Witch TrialsIntroduction and Video Clip*

The trouble in Salem began during the cold, dark Massachusetts winter, in January of 1692. Eight young girlsbegan to take ill, beginning with 9-year-old Elizabeth Parris, the daughter of Reverend Samuel Parris, and hisniece, 11-year-old Abigail Williams. But theirs was a strange sickness: the girls suffered from delirium, violentconvulsions, incomprehensible speech, trance-like states, and odd skin sensations. The worried villagerssearched desperately for an explanation. Their conclusion: the girls were under a spell, bewitched -- and, worseyet, by members of their own pious community.

And then the finger pointing began. The first to be accused were Tituba, Parris's Caribbean-born slave, alongwith Sarah Good and Sarah Osburn, two elderly women considered of ill repute. All three were arrested onFebruary 29. Ultimately, more than 150 "witches" were taken into custody; by late September 1692, 20 men andwomen had been put to death, and five more accused had died in jail. None of the executed confessed towitchcraft. Such a confession would have surely spared their lives, but, they believed, condemned their souls.

On October 29, by order of Massachusetts Governor Sir William Phips, the Salem witch trials officially ended.When the dust cleared, the townsfolk and the accusers were at a loss to explain their own actions. In thecenturies since, scholars and historians have struggled as well to explain the madness that overtook Salem. Wasit sexual repression, dietary deficiency, mass hysteria? Or, could a simple fungus have been to blame?

* http://www.pbs.org/wnet/secrets/case_salem/index.html

In 3-4 sentences explain what shocked you the most from the video clip…


The Salem Witch TrialsSTATION 1: COURT CASES*

1. Mary Barker

29 August 1692: Before Major Gidney, Mr. Hauthorn and Mr. Corwin

The Examination and Confession of Mary Barker of Andover

After several questions propounded and negative answers returned, she at last acknowledged that Goody

Johnson made her a witch. And sometime last summer she made a red mark in the devils book with the fore

finger of her Left hand. And the Devil would have her hurt Martha Sprague, Rose Foster and Abigail Martin

which she did upon Saturday and Sabbath Day last. She said she was not above a quarter of an hour in coming

down from Andover to Salem: to afflict. She says she afflicted the above three persons by squeezing her hands.

She confesses she was at the witch meeting at Salem Village with her uncle, there was a great many there, and

of her company there was only her uncle, William Barker, and Mary Marston. Martha Sprague said that Mary

Barkers apparition told that she was baptized at five mile pond. Mary Barker said there was such a load and

weight at her stomach that hindered her from speaking. And is afraid she has given up herself soul and body to

the Devil. She says she promised to serve, worship, and believe in him and he promised to pardon her sins, but

finds he has doubted her, and that she was lost of God and all good people. She said that Goody Johnson and

Goody Falkner appeared at the same time and threatened to tear her in pieces if she did not do what she then

did. She further said that she has seen no appearance since but a fly which did speak to her, and bid her afflict

these poor creatures, which she did by pinching and clinching of her hands for which she is sorry.

* http://etext.virginia.edu/salem/witchcraft/



2. William Barker

29 August 1692: Before Major Gidney, Mr. Hauthorn, Mr. Corwin, and Captain Higginson

The Examination and Confession of William Barker of Andover

He confesses he has been in the snare of the Devil three years that the Devil first appeared to him like a

black man and perceived he had a cloven foot. He said that the Devil demanded of him to give up himself soul

and body unto him, which he promised to do. He said he had a great family; the world went hard with him and

was willing to pay every man his own. He said the devil told him he would pay all his debts and he should live

comfortably. He confesses he has afflicted Sprague, Foster and Martin, his three accusers. He said that he did

sign the Devil’s book with blood brought to him in a thing like an Inkhorn that he dipped his fingers there in

and made a blot in the book which was a confirmation of his covenant with the Devil.




3. John Aldin

John Aldin Senior, of Boston, in the County of Suffolk, Mariner, on the 28th Day of May, 1692, was

sent for by the Magistrates of Salem, in the County of Essex, upon the accusation of a company of poor

distracted, or possessed creatures or witches; and being sent by Mr. Stoughton, arrived there the 31st of May,

and appeared at Salem-Village, before Mr. Gidney, Mr. Hauthorn, and Mr. Corwin. Those wenches being

present, who plaid their juggling tricks, falling down, crying out, and staring in peoples faces; the Magistrates

demanded of them several times, who it was of all the people in the room that hurt them. One of these accusers

pointed several times at one Captain Hill, there present, but spoke nothing; the same accuser had a man standing

at her back to hold her up; he stooped down to her ear, then she cried out, Aldin, Aldin afflicted her; one of the

Magistrates asked her if she had ever seen Aldin, she answered no, he asked her how she knew it was Aldin.

She said, the man told her so. Then all were ordered to go down into the street, where a ring was made; and the

same accuser cried out, “There stands Aldin, a bold fellow with his hat on before the judges, he sells powder

and shot to the Indians and French, and lies with the Indian Squaws, and has Indian Papooses.” Then was Aldin

committed to the Marshal’s Custody, and his sword taken from him; for they said he afflicted them with his

sword. After some hours Aldin was sent for to the meeting house in the village before the Magistrates; who

required Aldin to stand upon a chair, to the open view of all the people.




4. Bridget Bishop

19 April 1692: By John Hauthorn, Jonah, and Corwin

The Examination of Bridget Bishop at Salem Village

“Bridget Bishop, you are now brought before Authority to give account of what witchcrafts you areconversant in.” (As soon as she came near all the girls fell into fits)

“I take all these people (turning her head and eyes about) to witness that I am clear.”

“Hath this woman hurt you?” (Speaking to the afflicted)

Elizabeth Hubbard, Ann Putman, Abigail Williams and Mercy Lewes affirmed she had hurt them.

“You are here accused by 4 or 5 for hurting them, what do you say to it?”

“I never saw these persons before, nor was I ever in this place before.”

“They say you bewitched your first husband to death.”

“If it pleases your worship, I know nothing of it.” (She shakes her head and the afflicted were tortured)

“Why if you have not written in the book, yet tell me how far you have gone? Have you not to do withfamiliar Spirits?”

“I have no familiarity with the Devil.”

“How is it then, that your appearance doth hurt these girls?”

“I am innocent.”

“Why you seem to act witchcraft before us, by the motion of your body, which seems to have influenceupon the afflicted.”

“I know nothing of it. I am innocent to a witch. I know not what a witch is.”

“How do you know then that you are not a witch?”

“I do not know what you say.”

“How can you know, you are no witch and yet not know what a witch is?”

“I am clear, if I were any such person you should know it.”



The Salem Witch TrialsSTATION 2: BIOGRAPHIES*

Tituba- She was originally from an Arawak village in South America.- As a child, she was captured, taken to Barbados and sold into slavery.- Tituba was purchased by Parris, or given to settle a debt, while Parris was a merchant in Barbados.- Since Parris was an unmarried merchant at the time he acquired Tituba, it was rumored that she mayhave served as his concubine.- Parris, Tituba and another Indian slave named John moved to Boston in 1680.- She married John in 1689 around the same time Parris and his family moved to Salem.- Tituba was the first accused of witchcraft and the first to confess. However, she later recanted herconfession when people stopped believing the cries of the accused.- Historians believe that she had one daughter, Violet, who stayed with the Parris household untilSamuel Parris' death.

John Proctor- John was a native of Ipswich, Massachusetts and moved to Salem Town in 1666.- Upon his father's death, he inherited a share of a profitable estate.- He was a wealthy landowner and owned a tavern on Ipswich Road.- He was known to be very outspoken and to have a hot temper--traits which did not help him during thetrials.- John was the first male to be accused a witch in Salem.- He publicly supported and defended his third wife, Elizabeth, when she was accused and tried forwitchcraft.- He was sternly opposed to the witchcraft trials, and was 60-years-old at the time of his arrest.- At his execution, he pleaded for more time because he was not fit to die (he felt he had not made peaceyet with others and God.)

Rebecca Nurse- She was 1 of 8 children of William Towne of Topsfield.- She was married to Francis Nurse.- The Rev. James Allen and she once fought over the boundary of their two neighboring properties.- She worshipped at the Salem Village church, but remained a member of the Salem Town church.- Rebecca was hard of hearing, so she did not often respond to those who spoke to her.- She was 71-years-old when she was charged with witchcraft.- She was originally found not guilty by the court, but when the courtroom and the afflicted girlsprotested, Chief Justice Stoughton asked the jury to reconsider a statement made by one of the prisoners.Nurse was found guilty the second time because of the reconsidered evidence and her failure to respondto questions because her poor hearing.- Her reputation as a good and prudent woman didn’t help her escape the gallows.- She was excommunicated, but her descendents had it revoked on March 6, 1712.

Samuel Parris- He was born in London in 1653.- The Parris family later moved to Barbados, where his father became a sugar planter and merchant.- Samuel attended Harvard College, but returned to the islands after his father's death in 1678.- He became a merchant, but when a hurricane wrecked his business and sugar prices were low, he soldhis business and moved to Boston.- He was a merchant for only eight years.- He tried to be a merchant in Boston but couldn't compete, so he decided to become a minister.- Salem Village hired him as their minister in 1688.


* http://www.salemwitchtrials.com/biographies.htmlThe Salem Witch Trials

STATION 3: MAPS*

At this station, you will go online to the University of Virginia’s site “Salem Witch Trials:Documentary Archive and Transcription Project” and examine the maps:

http://www.iath.virginia.edu/salem/maps.html


NAME: _____________________DATE: ______________________CLASS: ______________________

The Salem Witch TrialsLearning Stations Graphic Organizer

STATION 1: COURT CASESAfter examining the four court cases, please answer the following questions with your group.

1. What was the most common offense that the witches were accused of?

2. What did most of the witches do in the cases?

3. What was said about the Devil in most of the cases?

4. Write a 3-4 sentence response as the witch on trial in court, either defending your innocenceor confessing



STATION 2: BIOGRAPHIESAfter reading the four biographies, choose a character to be a write a postcard or letter as thatcharacter. Add an illustration if you wish. After you are done read your letter to your groupand discuss the different sources of bias that exist for each character.



STATION 3: MAPSAfter looking a the handout of the map of Salem and the online map, please answer thefollowing questions with your group

1. Where did most of the “accusers” live?

2. Where did most of the “accused” live?

3. What was the role of Ipswich Road?

4. Hypothesize how the locations of the “accused” and “accusers” relate to the economic orsocial status of where they lived



STATION 4: WEB ACTIVITYAfter completing the web activity online, please answer the following questions with your group

1. Did you confess to being a witch or did you claim innocence?

2. What were the consequences of your choice?

3. Write a brief summary of the case presented on the website


The Salem Witch TrialsTheory#1: Fungus*

When Linda Caporael began nosing into the Salem witch trials as a college student in the early 1970s,she had no idea that a common grain fungus might be responsible for the terrible events of 1692. But then thepieces began to fall into place. Caporael, now a behavioral psychologist at New York's Rensselaer PolytechnicInstitute, soon noticed a link between the strange symptoms reported by Salem's accusers, chiefly eight youngwomen, and the hallucinogenic effects of drugs like LSD. LSD is a derivative of ergot, a fungus that affects ryegrain. Ergotism, ergot poisoning, had indeed been implicated in other outbreaks of bizarre behavior, such as theone that afflicted the small French town of Pont-Saint-Esprit in 1951.

But could ergot actually have been the culprit? Did it have the means and the opportunity to wreakhavoc in Salem? Caporael's sleuthing, with the help of science, provided the answers. Ergotism is caused by thefungus Claviceps purpurea, which affects rye, wheat and other cereal grasses. When first infected, the floweringhead of a grain will spew out sweet, yellow-colored mucus, called "honey dew," which contains fungal sporesthat can spread the disease. Eventually, the fungus invades the developing kernels of grain, taking them overwith a network of filaments that turn the grains into purplish-black sclerotia. Sclerotia can be mistaken for large,discolored grains of rye. Within them are potent chemicals: ergot alkaloids, including lysergic acid (from whichLSD is made) and ergotamine (now used to treat migraine headaches). The alkaloids affect the central nervoussystem and cause the contraction of smooth muscle, the muscles that make up the walls of veins and arteries, aswell as the internal organs.

Toxicologists now know that eating ergot-contaminated food can lead to a convulsive disordercharacterized by violent muscle spasms, vomiting, delusions, hallucinations, crawling sensations on the skin,and a host of other symptoms, all of which, Linda Caporael noted, are present in the records of the Salemwitchcraft trials. Ergot thrives in warm, damp, rainy springs and summers. When Caporael examined the diariesof Salem residents, she found that those exact conditions had been present in 1691. Nearly all of the accuserslived in the western section of Salem village, a region of swampy meadows that would have been primebreeding ground for the fungus. At that time, rye was the staple grain of Salem. The rye crop consumed in thewinter of 1691-1692, when the first unusual symptoms began to be reported, could easily have beencontaminated by large quantities of ergot. The summer of 1692, however, was dry, which could explain theabrupt end of the "bewitchments." These and other clues built up into a circumstantial case against ergot thatCaporael found impossible to ignore.

* http://www.pbs.org/wnet/secrets/case_salem/clues.html


NAME: _____________________DATE: ______________________CLASS: ______________________

The Salem Witch TrialsTheory#1: Questions

After reading the article with your group, please answer the following questions. Try to ignorenon-important scientific facts and focus more on the historical background and explanationsgiven by Linda Caporael.

1. What symptoms did the accused or afflicted display? How is this similar to LSD?

2. What is Ergotism and what type of food is it found it? What happens when you eat ergotcontaminated food-what symptoms do you display?

3. Where did all of the accusers live? What was the staple crop of Salem and where did it grow?Do you think this is just a coincidence?

4. How does Linda Corporeal explain the abrupt end of “bewitchments”?

5. Does Linda think the Fungus theory explains all of the events at Salem Witch Trial? Do youagree or disagree and why?


The Salem Witch TrialsTheory#2: Economic and Social Divisions*

In 1692, Salem was divided into two distinct parts: Salem Town and Salem Village. Salem Village (alsoreferred to as Salem Farms) was actually part of Salem Town but was set apart by its economy, class, andcharacter. Residents of Salem Village were mostly poor farmers who made their living cultivating crops in therocky terrain. Salem Town, on the other hand, was a prosperous port town at the center of trade with London.Most of those living in Salem Town were wealthy merchants. For many years, Salem Village tried to gain independence from Salem Town. The town, which depended on thefarmers for food, determined crop prices and collected taxes from the village. Despite the three-hour walkbetween the two communities, Salem Village did not have its own church and minister until 1674. But there was also a division within Salem Village. Those who lived near Ipswich Road, close to the commerceof Salem Town, became merchants, such as blacksmiths, carpenters, and innkeepers. They prospered andsupported the economic changes taking place. But many of the farmers who lived far from this prosperitybelieved the worldliness and affluence of Salem Town threatened their Puritan values. One of the main familiesto denounce the economic changes was the Putnams—a strong and influential force behind the witchcraftaccusations. Tensions became worse when Salem Village selected Reverend Samuel Parris as their new minister. Parris wasa stern Puritan who denounced the worldly ways and economic prosperity of Salem Town as the influence ofthe Devil. His rhetoric further separated the two factions within Salem Village. It is likely that the jealousies and hostilities between these two factions played a major role in the witch trials.Most of the villagers accused of witchcraft lived near Ipswich Road, whereas the accusers lived in the distantfarms of Salem Village. It is not surprising that Reverend Parris was a vigorous supporter of the witch trials,and his impassioned sermons helped fan the flames of the hysteria.

* http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/divisions.html


NAME: _____________________DATE: ______________________CLASS: ______________________


After reading the article with your group, please answer the following questions.

1. What were the social and economic differences between Salem Town and Salem Village? Doyou believe the disparity between the poor and wealthy could have played a role in the hostilityand jealousy related to the Salem Witch trials?

2. What role did Ipswich road play? Who lived on either side? Where did most of the accusedlive? Ipswich road causes dissention between Salem Village and the Salem town, why? Couldthe hostility be the result of a growing merchant middle class?

3. What religious reasons did the farmers of Salem Villagers give for opposing Salem town?What Puritan values did the townspeople and merchants betray? How could this lead to furtherseparation between Salem Town and Salem Village?


The Salem Witch TrialsTheory#3: Puritan Children*

In 1692, children were expected to behave under the same strict code as the adults—doing chores, attendingchurch services, and repressing individual differences. Any show of emotion, such as excitement, fear, or anger,was discouraged, and disobedience was severely punished. Children rarely played, as toys and games werescarce. Puritans saw these activities as sinful distractions. But unlike young girls, boys had a few outlets for their imagination. They often worked as apprentices outsidethe home, practicing such skills as carpentry or crafts. Boys were also allowed to explore the outdoors, huntingand fishing. On the other hand, girls were expected to tend to the house, helping their mothers cook, wash,clean, and sew. Many children learned to read, but most households owned only the Bible and other religious works—includinga few that described evil spirits and witchcraft in great detail. There were a few books written for children, butthese often warned against bad behavior and described the punishment that children would suffer for sinful acts. Such was the world of Abigail Williams and Betty Parris during the long, dark winter of 1692. There was littleto feed their imagination that did not warn of sin and eternal punishment. It is no wonder that the young girlswere so captivated by Tituba’s magical stories and fortune-telling games. These activities were strictlyforbidden, which must have filled them with fear and guilt. This may have been one reason for their hystericalbehavior. And at a time when young girls were forbidden to act out or express themselves, it is easy to see whythey were so enraptured by the attention they received when they became “bewitched.” Of course, there were probably many factors behind the girls’ actions. But what is more surprising than theaccusations from these imaginative young girls is the reaction from the community. The girls may have sparkedthe witch hunt, but it was the adults who set the wheels into motion.

* http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/children.html


NAME: _____________________DATE: ______________________CLASS: ______________________



1. Would you have fun if you were a Puritan child? What did children do? Did they play? Didthey use active imagination? Would you be bored if you were a Puritan child? Why?

2. Do you think that children should be treated as equal to adults? “Children were expected tobehave under the same strict code as adults”- What affects do you think being treated as adultshad on children in Salem?

3. Do you ever try to act out against your parents? (ex. Break Curfew) Do you think the girlswere acting out against the strict policy of Salem? Or were they attracted to the imagination andmagic of Tituba simply because they were bored?


The Salem Witch TrialsTheory#4: Religion and Witchcraft*

Church was the cornerstone of 17th century life in New England. Most people in Massachusetts werePuritans—colonists who had left England seeking religious tolerance. But the strict Puritan code was far fromtolerant. It was against the law not to attend church—where men and women sat on opposite sides through longservices. The Puritan lifestyle was restrained and rigid: People were expected to work hard and repress theiremotions or opinions. Individual differences were frowned upon. Even the dark, somber Puritan dress wasdictated by the church. Since Puritans were expected to live by a rigid moral code, they believed that all sins—from sleeping in churchto stealing food—should be punished. They also believed God would punish sinful behavior. When a neighborwould suffer misfortune, such as a sick child or a failed crop, Puritans saw it as God’s will and did not help. Puritans also believed the Devil was as real as God. Everyone was faced with the struggle between the powersof good and evil, but Satan would select the weakest individuals—women, children, the insane—to carry out hiswork. Those who followed Satan were considered witches. Witchcraft was one of the greatest crimes a personcould commit, punishable by death. In keeping with the Puritan code of conformity, the first women to be accused of witchcraft in Salem were seenas different and as social outcasts: Tituba, a slave; Sarah Good, a homeless beggar; and Sarah Osborne, a sicklyold woman who married her servant. Fear of magic and witchcraft was common in New England, as it had been in Europe for centuries. Over 100alleged witches had been tried and hanged in New England during the 1600s. But the hangings in 1692 Salemwould be the last ones in America.

* http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/religion.html


NAME: _____________________DATE: ______________________CLASS: ______________________



1. Would you want to be a Puritan in Salem-why or why not? What freedoms did they have?What restrictions did they have?

2. What role did the devil/ Satan play in Puritan religion? How could these beliefs affect peoplein Salem? Did the Puritans endorse fear in their religious values?

3. How would the Puritan belief that Satan picks the “weakest members of society” play a rolein the people accused? Who was accused and how were they different from the rest of thecommunity?


NAME: _____________________DATE: ______________________CLASS: ______________________

The Salem Witch TrialsFour Theories Graphic Organizer

While listening to your classmates present their poster, please fill in the following graphicorganizer. Make sure to fill in the part for your theory.

Theory Fungus Economic Children Religion

Main points oftheory

Plausible or not


The Salem Witch TrialsA Mock Trial

Adapted from: http://eprentice.sdsu.edu/J03OP/Brown/WebQuest/Teacher_Page_files/frame.htm

She afflicts me!She comes to me at night and torments me!

She's a witch!

In the summer of 1692, Salem, Massachusetts was engulfed in a chaotic frenzy! Throughout this infamous‘witch season’ 25 people were put to death for witchcraft: 19 people were judged guilty and hanged on GallowsHill, 5 died in jail, an 80 year old man was crushed to death under stones for refusing trial, and 150 Salemtownspeople were imprisoned. None of the hanged ever admitted to practicing witchcraft; however the juryfound them guilty. Will you?

Watch the following movie at:http://school.discoveryeducation.com/schooladventures/salemwitchtrials/story/index.html

We all know about the religious movements that led to the founding of the 13 colonies and Salem,Massachusetts in particular. (Remember the Puritans and their quest for religious freedoms…) Now we aregoing to look at the social, political, and religious atmosphere of the day to see how they led to the ‘witchseason’. You are going to participate in a mock trial and judge your classmates guilty or innocent ofwitchcraft.Task:

• Prepare to judge your classmates! The fate of your classmates is in your hands!• In order to experience the Puritan Inquisition, the class will be recreating the trial of George Burroughs.

You will play a part in this Salem Witch Mock Trial. You will be investigating the social, political, andreligious atmosphere that led to the Salem Witch Trials. Your teacher will be assigning you parts fromthe trial of George Burroughs.

• You will need to familiarize yourself with certain legal terms.• You will be directed to web sites that allow you to research background information on Salem during

the witch trials, specific information on the trial of George Burroughs, and procedures of a mock trial.• You will recreate the George Burroughs Trial and judge your classmates guilty or innocent of

witchcraft.• Your research, effort, and arguments will determine the outcome. You are recreating history, not re-

enacting it!Process:

• To get ready for your mock trial, place yourself in the accused position by experiencing the SalemWitchcraft hysteria:

• Explore the following Website: http://www3.nationalgeographic.com/salem/• The whole class will recreate the George Burroughs Witchcraft Trial in a mock trial format. You are

recreating the trial not re-enacting it, which means that you are using the facts and information from theoriginal trial but you will be making your own decisions.


• The teacher will assign you roles.• You will work in groups to look at the case. You are using the actual transcript from the George

Burroughs trial as research material. Since it is the actual transcript, it is written in Old English anddifficult to understand so you will brain storm about what the language means. These ideas will bepresented by the groups and the whole class will discuss them.

• See the following Website: http://webquest.sdsu.edu/processguides/brainstorming.html• You will research background information on Salem during the 1690’s. You will find out about the

social, political, and religious atmosphere of the day to see how this led to the trials. Take notes; theywill be evaluated at the end of the trial.

• You will research general information on the trial process. You should understand the roles and termsused in the trial process.

• You will explore the links listed on the resource page for additional information to help you with theassignments. Be sure to keep notes;

• Resource Website Page:http://eprentice.sdsu.edu/J03OP/Brown/WebQuest/Teacher_Page_files/frame.htm

Assignments during trial:You will be assigned a part! You must dress the part on the day of the trial trying best to get intocharacter!

• Court reporter: record effective summary of the daily proceedings and read the previous day’stranscripts at the start of each day.

• Newspaper reporter: write a critique reporting each day’s events.• Jury member: analyze and evaluate all testimony given throughout the trial. At the conclusion, the

jury must reach a unanimous decision of guilt or innocence beyond a reasonable doubt. You mustgive the judge your written decision with supporting evidence.

• Judge: must oversee the proceedings, ensure court rules are adhered to, and make rulings. Finally,he/she publishes the jury’s decision.

• Lawyer: research your respective case, interview witnesses, and study background information tohelp formulate questions, and adhere to court rules.

• Defendant: write a statement declaring her/his innocence.• Bailiff: write paper on what you would do to maintain courtroom order if the defendants were to

display ‘witch-like’ behaviors.• Witness: write a statement describing your version of the events.

After the trial:Write a brief summary reflecting on the following:

• How prepared were you for your role in the mock trail?• What did you learn from the trial experience?• Who do you think did the best job presenting their case, the defense or prosecution, and why?• What could be done better the next time?• What can we learn from this case regarding human nature and freedom?

Final reflections:Write a report reflecting on 3 of the 4 points listed below. (The fourth bullet is REQUIRED.)

• Does our judicial system assure a fair trial for the accused?• Are some parts of the trial more important than others?• Would you trust a jury of your peers to determine your guilt or innocence?• Explore your reactions to playing your role, as well as your reaction to the outcome of the mock trial.

Conclusion• You have explored and experienced how the religious, social, and political atmosphere of 1692 led to

the Salem Witch Trials.• Do you think the Salem Witch Trials could happen today?


Resources:http://womenshistory.about.com/gi/dynamic/offsite.htm?site=http://www.law.umkc.edu/faculty/projects/ftrials/salem/SAL_BBUR.HTM

http://www.loyno.edu/history/journal/1998-9/Karson.htmYou will be evaluated on the following:

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

The SalemWitch TrialsPreliminary

Research

Students havestarted Internet

research andconsulted somewritten material.

However,students do not

have a firm graspof the historical

period.Notes/outlines

were notcompleted.

Students havestarted Internet

research andconsulted somewritten material.Students have a

basicunderstanding of

the historicalperiod.

Notes/outlineswere partially

completed.

Students havecompleted

Internet researchand consulted

written material.Students have anunderstanding of

the historicalperiod and theSalem Witch

Trials.Notes/outlines

were completed.

Students havecompleted

Internet researchand consulted

extensive writtenmaterial. Students

have goodunderstanding of

the historicalperiod and theSalem Witch

Trials.Notes/outlineswere completeand detailed.

Salem WitchTrials

Preparation

Students do notengage in trialpreparation.

Students do notresearch their

roles and courtprocedures.

Students begin toengage in trialpreparation.

Studentssuperficiallyresearch their

roles and courtprocedures.

Students engageactively in the

preparationprocess. Students

research theirroles and court

proceduresadequately.

Students engageactively in the

preparationprocess. Students

research theirroles and court

proceduresthoroughly.

TrialPerformance

Students do notparticipate

actively in thetrial.

When calledupon, students

participate in thetrial. However,

little initiative isshown.

Trial participationis active and

involved.Students assumeroles and remain

within them.Practice in theirroles is evident.

Trial participationis active and

involved.Leadership roles

are taken.

WrittenResponses /

Reflections ofEssentialContent

Student writingdoes not reflect a


the social,political, and

religiousinstitutions of the

time period.

Student writingdoes not reflect a


the mock-trialprocess.

Student writingreflects an initialunderstanding of

the social,political, and

religiousinstitutions of the

time period.

Student writingreflects a basic

understanding ofthe mock-trial

process.

Student writingreflects a good

understanding ofthe key of the

social, political,and religious

institutions of thetime period.

Student writingreflects anadequate


process.

Student writingreflects anexcellent

understanding ofthe social,

political, andreligious

institutions of thetime period.

Student writingreflects anexcellent


process.
