Salem , Massachusetts
What evil spirit have you familiarity
with?
None.
Have you made no contract with the
devil?
No.
Why do you hurt these children?
I do not hurt them. I scorn it.
Who do you imploy then to do it?
I imploy no body.
What creature do
you imploy then?
No creature. I am falsely accused.
Dialogue
based on the examination of Sarah Good by Judges Hathorne and Corwin,
from The Salem Witchcraft Papers,
Book II, p.355
Essential
Question: What is the
historical relevance of the Salem Witch Trials to both the town of
Why is it important
that we study the Salem Witch Trials?
Enduring
Understandings /
- Students will understand the historical
significance of the Salem Witch Trials and be able to relate them to
anti-communist McCarthyism in the 1950’s.
Standard:
USII.24. Analyze the roots of domestic anticommunism as well as the origins and
consequences of McCarthyism.
- Students will be able to answer the question
– ‘why did this happen and could something similar happen in modern
society?’
Standard:
History & Geography 8. Interpret the past in terms of its
own historical context rather than in terms of present day norms and
values.
- Students will be able to read primary
sources (excerpts from Salem Witch Trials) and extract vital information
based on the reading.
Standard:
- Students will understand how the Salem
Witch Trials shaped the town of
Standard:
History & Geography 6. Distinguish between long-term and short-term cause
and effect relationships.
- Students will use technology to help
better understand the material.
Standard:
Technology 3.19. Demonstrate how specialized technology tools can be used for
problem solving, decision-making and creativity.
Activities:
Lesson 1: Students are given background information
about
Assessment
1: Using the information from the handouts, online tour and the
notes taken on their person of interest - students should write a letter from
the perspective of an accused witch. The
letter can be addressed to a family member, judge, member of the clergy etc. It
should be both creative and historically accurate.
Lesson 2: Students will look at 3 slides on the Salem
Witch Trials. They will be asked 5
questions on each slide and asked to write the answers in the notebook. Each question will be asked one at a time and
a classroom discussion will be applied to all the questions to get a better
understanding of the pictures. Then they
will be given copies of primary source transcripts from the Salem Witch Trials
and asked to read them individually.
Assessment 2: Students will be broken up into groups of 5
students per group. Using the information
from the slides and primary source documents they will be asked to create a
courtroom dialogue of the Salem Witch Trials.
The mini-plays should be about 15 minutes long and include real
characters from the Witch Trials. Each
student should participate in writing and performing the script.
Lesson 3: Students will participate in the dot
assignment. Each student will be given a piece of paper, either blank or with a
dot on it. Then students will be asked
to move around the room asking indirect questions to determine what paper the
other student picked up. The object is
to make the largest non-dot group without directly asking another student what
was on their piece of paper. This
exercise will model the hysteria during the witch trials and McCarthyism. After the exercise students will be given
this writing prompt.
Has something like the hysteria of the
I will then engage
the students in a discussion on their responses. Anti-communist McCarthyism will be the main
focus of the conversation.
Assessment 3: Students will be asked to fill out a graphic
organizer comparing the Salem Witch Trials to McCarthyism. Any further information needed on the
subjects can be obtained through online or library research the students do for
homework.
Lesson 4: In preparation for a field trip to
Assessment 4: While on the field trip, students will be paired
up and asked to work on a scavenger hunt.
Each pair must complete the worksheet that will be given out prior to
the excursion. After the field trip,
using the items from the scavenger hunt, students will be asked to individually
write an original piece based on something they saw or learned on the trip and
its connection to the town of Salem.
Students can choose the method of delivery - research paper, personal
narrative, letter, play etc. but it must be at
least 3 pages long and additional resource included references are required.
Salem
In 1692,
For many years,
But there was also a division within
Tensions became worse when
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
Images of the Salem
“Examination of a Witch”
Hanging of Bridget Bishop
The Trial of George Jacobs
Images
of the
Please answer
the following questions based on the image.
1. List
4 important details in this image?
2. Who
or what are the main characters?
3. What
is going on in the image?
4. What
feelings are the people in the image experiencing? What feelings is the artist trying to portray
in the picture?
5. What
would be a good working title for this picture?
Transcripts of the Salem
For Further Information and full transcripts go to: http://etext.virginia.edu/salem/witchcraft/texts/transcripts.html
(Examination of Sarah Good)
The examination
of Sarah Good before the worshipfull Assts John Harthorn Jonathan Curren
(H.) Sarah Good
what evil spirit have you familiarity with
(S G) none
(H) have you made no contract with the devil,
(g) good answered no
(H) why doe you hurt these children
(g) I doe not
hurt them. I scorn it.
(H) who doe you imploy then to doe it
(g) I imploy no
body,
(H) what creature do you imploy then,
(g) no creature but I am falsely accused
(H) why did you go away muttering from mr Parris his house
(g) I did not
mutter but I thanked him for what he gave my child
(H) have you made no contract with the devil
(g) no
(H) desired the children all of them to look upon her, and see,
if this were the person that had hurt them and so they all did looke upon her
and said this was one of the persons that did torment them -- presently they
were all tormented.
(H) Sarah good
doe you not see now what you have done why doe you not tell us the truth, why
doe you thus torment these poor children
(g) I doe not
torment them,
H who do you
imploy then
-357-
(g) I imploy
nobody I scorn it
(H) how came they thus tormented,
(g) what doe I know you bring others here and now you charge me
with it
(H) why who was it.
(g) I doe not
know but it was some you brought into the meeting house with you
(H) wee brought you into the meeting house
(g) but you brought in two more
(H) Who was it then that tormented the children
(g) it was osburn
(H) what is it that you say when you goe muttering away from
persons houses
(g) if I must tell I will tell
(H) doe tell us then
(g) if I must tell I will tell, it is the commandments I may say
my commandments I hope
(H) what commandment is it
(g) if I must tell you I will tell, it is a psalm
(H) what psalm
(g) after a long time shee muttered over some part of a psalm
(H) who doe you serve
(g) I serve god
(H) what god doe you serve
(g) the god that
made heaven and earth though shee was not willing to mention the word God her
answers were in a very wicked, spitfull manner reflecting and retorting aganst
the authority with base and abusive words and many lies shee was taken in.it
was here said that her housband had said that he was afraid that shee either
was a witch or would be one very quickly the worsh mr Harthon asked him his
reason why he said so of her whether he had ever seen any thing by her he
answered no not in this nature but it was her bad carriage to him and indeed
said he I may say with tears that shee is an enimy to all good.
(
Written by
(
(Summary of Evidence v. Sarah Good)
To:
Titabes Confession & Examinacon ag't. her selfe & Sarah Good abstracted
Charges Sarah
Good to hurt the Children & would have had her done it 5. were with her
last night & would have.had her hurt the Children w'ch she refused &
that Good was one of them
Good with others
are very strong & pull her with them to Mr. putnams & made her hurt the
Child. Good [ther] rode with her upon Apoole behind her, takeing hold of one
another doth not know how they goe for she never sees trees nor path but are
presently th --
Good [ther] tell
her she must kill some body with a knife & would have had her killed Tho:
putnams Child last night the Child at the same time afirmed she would have had
her cutt of her own head if not Titabe would doe it & complained of a knife
cutting her
Good came to her
last night when her Mr. was at prayer & would not let her hear hath one
yellow bird & stopped her Eares in prayer time, the yellow bird hath been
seen by the Children & Titabee saw it suck Good between the forefinger
& long finger upon the right hand
Saw Good [ther]
practice witchcraft.
Saw Good have a
Catt besides the bird & a thing all over hair [ther]
Sarah Good
appeared like a wolfe to Hubbard going to proctors & saw it sent by Good to
Hubbard
Good [ther] hurt
the Children again & the Children affirme the same Hubbard knew th[em] not
being blinded by them & was once or twice taken dumb herslefe i:e: Titabe
Good caused her
to pinch the Children all in their own persons
Saw Goods name in
the booke, & the devell told her they made these marks & said to her
she made ther marke & it was the same day she went to prison
Good [ther] came
to ride abroad with her & the man shewed her Goods mark in the book
Good [ther]
pinched her on the leggs & being searched found it soe after confession
Nota S. G.
mumbled when she went away from Mr Parriss & the children after hurt.
-363-
Dorothy Goods
Charge ag't. her mother Sarah Good. That she had three birds one black, one
yellow & that these birds hurt the Children & afflicted persons.
her own
Confession
Nota None here
sees the witches but the afflicted & themselves Charges Sarah Osburne with
hurting the Children -- looking upon them at the same time & not being
afflicted must consequently be a Witch
Deliverance Hobs
Confession
being at a
meeting of the witches in Mr: parisses feild when Mr. Burroughs preached &
administred the sacram't to them saw Good amongst the rest & this fully
agrees with what the afflicted persons relate. 22th. Apr (92)
Abigaile Hobbs'
Confession
was in Company
with Sarah Good & knowes her to be a witch & afterwards was taken deafe
& Mary walcott [ther] saw Good & osburn run their fingers into this d
oits ears a little after she spoke & s'd Good told her she sh'd not speake
Mary Warren's
Confession
That Sarah Good
is a Witch & brought her the booke to signe to.
Elizabeth Hubbard
Mary Walcott
Ann puttnam
Mercy Lewis
Sarah Vibber
Abigail Williams
aflicted by S. Good & saw her shape.
Richard Patch
W'm Allen that
she app'rd to him when abed
W'm Good. that
she hath a strange Tett or wort
John Hughes that
he saw strange sights.
Sam; Braybrooke
that she said she would not confess unless proved ag't her & that ther was
but One Evidence & that an Indian & ther for did not fear
-364-
( Essex
County Archives, Salem -- Witchcraft Vol. 1 Page 7 )
(Death Warrant for Sarah Good, Rebecca Nurse, Susannah Martin, Elizabeth How, and Sarah Wilds)
To:
To Georg: Corwine Gent'n High Sheriff of the County of Essex Greeting
-378-
Whereas Sarah
Good Wife of William Good of Salem Village Rebecka Nurse wife of Francis Nurse
of Salem Villiage Susanna Martin of Amesbury Widow Elizabeth How wife of James
How of Ipswich Sarah Wild Wife of John Wild of Topsfield all of the County of
Essex in their Maj'ts Province of the Massachusetts Bay in New England Att A
Court of Oyer & Terminer held by Adjournment for Our Soveraign Lord &
Lady King William & Queen Mary for the said County of Essex at Salem in the
s'd County on the 29th day of June [torn] were Severaly arraigned on Several
Indictments for the horrible Crime of Witchcraft by them practised &
Committed On Severall persons and pleading not guilty did for their Tryall put
themselves on God & Thier Countrey whereupon they were Each of them found
& brought in Guilty by the Jury that passed On them according to their
respective Indictments and Sentence of death did then pass upon them as the Law
directs Execution whereof yet remains to be done:
Those are
Therefore in thier Maj'ties name William & Mary now King & Queen over
England &ca: to will & Comand you that upon Tuesday next being the 19th
day of [torn] Instant July between the houres of Eight & [torn] in [torn]
forenoon the same day you Elizabeth How & Sarah Wild From their Maj'ties
Goal in Salem afores'd to the place of Execution & there Cause them &
Every of them to be hanged by the Neck untill they be dead and of the doings
herein make return to the Clerke of the said Court & this precept and
hereof you are not to fail at your perill and this Shall be your Sufficient
Warrant Given under my hand & seale at Boston the 12'th day of July in the
fourth year of the Reign of our Soveraigne Lord & Lady Wm & Mary King
and Queen &ca:
Salem July 19th 1692
I caused the within mentioned persons to be Executed according to the Tenour of
the with [in] warrant
*George Corwin Sherif
( Boston Public Library -- Dept. of Rare Books and Manuscripts [ 1939
acquisition ])
Salem
Witch Trials vs. McCarthyism
Please fill in the following Venn
diagram using information about the Salem Witch Trials and McCarthyism. Note:
Use space A for Salem Witch Trials, B for McCarthyism and space C for
similarities between the two.
Salem
Witch Trials McCarthyism
Background information Salem, MA
Pre-Field Trip Research
Suggested Websites:
List 5 attractions in Salem, MA?
What was Salem’s principle economy historically?
Name three historically significant people that are
from or have visited Salem?
Name something that is unique to Salem?
What are the towns surrounding Salem?
What is the average temperature of Salem?
Tell me something I don’t know about Salem?
Scavenger Hunt
Work with a partner
to find the following…please use as much detail as possible when describing
sights.
- List two things that will be in the
same place in 10 years, 100 years and 1000 years from today – state exact
location and reason for their stability.
- List five things that will be gone
tomorrow – state exact location and those who might remove them.
- Sketch the most unique building you
see.
- Sketch or describe the most intriguing
/ interesting sight other than a human or animal that you see on this
trip.
- Describe a truly bizarre sight, smell
or feeling.
- List and describe at least three items
that contribute to Salem’s economy past or present that you have observed.
- List five items that could represent
the Salem Witch Trials.
- Name one thing we have learned about in
class that you are seeing for the first time. What do you know about it?
- Interview a police officer, tour guide,
museum worker etc about life in Salem – formulate team questions
beforehand.
- List and describe three historically
significant landmarks. Why are they significant?
Rubric for Culminating Project
Identification of items on the scavenger hunt
5
- Gives
elaborate, creative and detailed identification of all items on the scavenger
hunt.
4
- Gives
creative and thorough identification of almost all of the items on the list.
3
-
Identifies and gives a thorough description of most of the items on the
scavenger hunt.
2
-
Identifies and adequately describes items on the scavenger hunt leaving only
some blanks.
1
-
Identifies and briefly describes few items on the scavenger hunt list.
Writing Proficiency
5
- Higly
proficient, demonstrates excellent organization, grammar and spelling skills in
the writing portion of the assignment.
4
- Above
average proficiency, demonstrates good organization, grammar and spelling
skills.
3
-
Proficient in writing, demonstrates average skills in organization, grammar and
spelling.
2
–
Moderately proficient, fair organization skills with a few grammar and/or
spelling errors.
1
- Poor writing abilities, disorganized writing
assignment with several grammar and/or spelling errors.
Historical Accuracy and Research
5 - Draws numerous in-depth historically accurate conclusions or shows examples using several high-quality sources and references.
4 - Draws many historically accurate conclusions and examples using various good-quality sources and references.
3 – Provides some historically accurate conclusions and examples using various sources and references.
2 – Draws few historically accurate conclusions and gives examples using some sources and references.
1 – Provides very few or no historically accurate conclusions or examples and uses poor or no sources and references.
Identifies connections between the field trip and the
historical information learned in the classroom.
5 - Demonstrates high-level understandings of the material learned in class or research and draws a concrete connection to observations made on the field trip.
4 Demonstrates good understanding of material learned in class or outside research and is able to make a solid connection to various observations.
3 Shows understanding of material learned in class or research and is able to make a connection to various observations.
2 Showing minimal understanding of material learned in class and is able make a weak connection to an observation.
1 Demonstrates little or no understanding of material learned in class and not able to make a connection to an observation.
References:
http://school.discovery.com/schooladventures/salemwitchtrials/index.html
http://etext.virginia.edu/salem/witchcraft/texts/transcripts.html
http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm
http://www.nationalgeographic.com/features/97/salem/