Mr. Cosgrove
Lesson Plan: The Salem Witch Hysteria and
Trials
Controversy / Contention(s) / Cause
Student Profile: Sophomore Honors / United States History
Project Checklist
Goals
1.) Encourage students to gain insight and understanding with respect to perhaps the most contentious and ongoing of historical debates -- events that defy any sense of certainty and resolution: the Salem Witch hysteria and trials of 1692. (C.C.C.S. 6.3, 6.4, 6.5)
2.) Students are further encouraged to develop analytical and evaluative skills when considering often contradictory historical evidence. Students will be instructed to carefully weigh facts and evidence presented in a collection of pre-approved websites while attempting to detect source perspective, bias, and agenda. (C.C.C.S. 6.3, 6.4, 6.5)
3.) Students will enhance further their research and presentation skills making use of available school technology: computer labs, Internet, power point, and electronic / visual media. (Cr.C.S. 2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9)
4.) Students will learn interactive social skills as well as individual responsibility to and reliance upon group members. (C.C.C.S. 6.3, 6.4, 6.5)
5.) Students will revisit the procedural and technical requirements of standard essay writing. Students will learn to bolster their own arguments with evidentiary backing while expanding their analysis to challenge or undermine competing historical opinions. (C.C.C.S. 6.3)
Methodology /Activity:
1.) Cooperative Learning Strategy
A. Research
B. Presentation
2.) Divide class into six groups
A. Class numbers usually range from 20 to 30
(no group should exceed five in #)
B. Group members will determine division of labor (researching, note-taking, power point creation, oral presentation, etc.)
C. Each student will indicate duties performed and sign a "billing sheet" indicating their contribution.
3.) Assign each group one area of research and responsibility (possible"cause"):
A. Puckish Prank Gone Bad?
B. Physical Ailment: Ergotism?
C. Class Conflict and Envy?
D. Puritan Paranoia and Ministerial Conflict?
E. All in the Mind: Psycho(logical / somatic) Disorder(s)?
F. Perverse Patriarchy? -- A Feminist Perspective
4.) Power Point Presentations
A. Presentations: 7 – 8 minutes
B. Students will present the evidence uncovered in support of the six possible / principal causes of the Salem witch hysteria (see above) and resultant trials.
C. Each group will present evidence via a Power Point presentation using either a television or projection device.
D. Allow students to choose their own design template but each group must provide a clear heading and a minimum of five points of fact or evidence that support their assigned theory.
E. All students will be provided a paper copy corresponding to the Power Point presentation on screen and will be expected to take notes based on student presentations.
F. After presentation each student / group will have time to consider shortcomings in the evidence provided and to indicate such on the back of the sheet.
Assessments:
1.) Grade Breakdown
A. Research and Presentation: 50%
B. Analytical Essay: 50%
Essay Question: What is the principal cause of the Salem witch hysteria?
Essay Length: 500 – 750 words
Project Length:
1.) Research and Presentation: 4 days
A. 2 days: computer lab
B. 2 days: presentation and discussion
2.) Essay: 7 days (from assignment beginning)
Technology Checklist
Computer Rules /Needs:
1.) Computer Lab / Internet access
A. Two successive days
B. At least one computer per two students
C. At least 40 minutes per day
2. MS Office software with Power Point capability
3. Printer (for hard copies)
4. Scan-it
5. Television or projection device
URLs Checked: 1.) Please see:
www.schoolnotes.com
Sean Cosgrove @ W.M.H.S. 07480
*Teacher’s Note: Please be advised that the listed websites provide an apposite sampling of sound historical sites and links. They are provided more for an efficient research process and do not represent an attempt to limit student search access.