Witch Hunt Main Page | Witch Hunt Simulation | Timeline | Topics
Grading Policy | Paper Presentation
"She's a witch!" was a cry heard from the fifteenth to the eighteenth the centuries, when many Europeans developed a heightened concern with the phenomenon of witchcraft, seeing a new sect hostile to humanity. The end of the Middle Ages and the religious Reformation increased the intensity of the "Witch Craze." Finally, the Scientific Revolution and the Enlightenment brought an end to the hunt for powers that did not empirically exist. Through reading and discussion of primary and secondary sources, you will learn how these Europeans defined and treated their alleged witches, within the context of other economic, social, and cultural relationships. Included in this study will be the examination of new technologies and methods of rule in the rise of the modern state, and the roles of class and gender in focusing hostility on certain people, especially women.
Review the academic honesty policy concerning cheating and plagiarism, differing levels of violations, and your moral, ethical, and legal obligation only to submit work completed by you yourself. (click here for more information from the Student Handbook <http://www.kings.edu/non_cms/pdf/StudentHandbook.pdf#page=45>). Also see <Help stop Plagiarism!>.
The readings are intended to provide you with important factual and
background information before class, a basis for discussion during class, and to
be used as review and reference works afterwards.
Please obtain the following textbooks:
You will also be reading from Pavlac, Brian A. The WITCH HUNTS (A.D. 1400-1800), Prof. Pavlac's Women's History Resource Site (July 6, 2006). URL: <http://brianpavlac.org/witchhunts/> and other handouts as provided.
Before class, you will read according to the class schedule, below. In all
of your classes, you should prudently mark up, underline, highlight, and
otherwise annotate your texts as you study. For this class, you are required to
You should critique the textbooks as you study. While you are reading, use one or more highlighters or pens to mark up portions of the texts. You might use marks similar to those used by the professor in his assessment of your own assignments, found here. You might consider different colors for (a) historical facts, terms, dates, (b) important points or details, or (c) key explanatory phrases and sentences (d) significant quotes or lines. You might write comments in the margins about the following points:
Carefully reading and
noting texts is so important that the instructor applies two methods of
First, quizzes may be given. Quizzes are usually open book, so you may copy your answers from your notes onto the quiz sheet. Use your own words: language similar to the texts may be plagiarism.
Second, you are required to turn in your textbooks at exams; then the instructor will evaluate how well you have marked it up and answered review questions.
Bring your those textbooks or print-outs from the web to class that are on that day's schedule. Ask questions about about your texts. We will discuss them. After class, regularly through the semester, you should review your class notes and compare them with the texts.
If you have a used textbook that has been already marked up or an electronic version of the textbook, or some other problem with obtaining a textbook, see the instructor within the first two weeks of classes so that solutions can be found for your use of the textbook and subsequent evaluation.
Participation and attendance are necessary because lecture and discussion provide the essentials for achieving class goals and objectives. Thus a portion of your grade (about 25%) will depend on your in-class performance, aside from graded quizzes, exams, and papers. You are required to attend each class, arrive on time, remain attentive, maintain proper classroom decorum, respond to questions, and participate in discussion and small-group activities.
You are encouraged to take notes and ask questions. Some class material will examine explicit issues of sex and violence. Students are expected to be informed about significant current events, to enable mature engagement with the relevance of our society's past to present problems and controversies.
During class electronic devices may only be used for tasks and information relevant to the classroom activity and may not distract you or other students. Only with the instructor's permission may class be recorded, only to be used for your own study, and the recordings must be erased after the final exam.
Any student who has a learning disability, physical handicap, and/or any other possible impediment to class participation and requirements (whether vetted by the Academic Skills Center or not) should meet with the instructor within the first two weeks of classes to establish available accommodations.
If, at some point during the semester, you must discontinue the course, whether due to poor performance, illness, or some other cause, be sure to follow proper procedures for withdrawal through the Registrar.
No magic, witchcraft, or sorcery of any kind may be used in conjunction with this class, upon penalty of expulsion from and failure of this course.
Since participation and class attendance are necessary, if you miss a class
you must complete an Absentee
Assignment (see below) so that the instructor may evaluate
whether some learning has taken place (see below).
If you arrive at class late, after attendance is taken, you must personally request that the absence be turned into a tardy mark; otherwise an Absentee Assignment (see below) may be required. Students who need to leave a class early, except for an emergency, should notify the instructor before class begins.
Missing a class falls into two categories, excused or unexcused, either of which requires submission of an Absentee Assignment (see below).
1. Excused absences are due to college activities, an emergency, or extended illness. They require a notification by the appropriate College official (coach, director, etc.). If you know in advance, you should consult with the instructor about making up/turning in missed work; otherwise contact the instructor as soon as possible after your return. They should have no negative impact upon your grade.
2. All other absences, for whatever reasons, are unexcused, but do not require any written documentation. More than a few will lower the class participation portion of your grade.
After any absence, you are also responsible for
requesting any hand-outs and already-returned assignments from the instructor,
or borrowing notes from other students.
If you miss any quizzes and/or class projects due to an excused absence, you may make them up with the explicit permission of the instructor, who may require any equivalent assignment.
If you miss an exam, you do not need to complete an Absentee Assignment, but contact the instructor as soon as possible to schedule a make-up for the exam. You may take a missed exam only at the discretion of the instructor.
A few unexcused absences or a make-up exam should not significantly lower your grade. Always, your health is your first priority. If you are sick, stay away from class, and seek proper treatment and rest before returning to class.
Since participation and class attendance are necessary, if you miss a class you must complete an Absentee Assignment
so that the instructor may evaluate whether some learning has taken place.
For an Absentee Assignment, you are to write a no-more-than-one page essay (in proper presentation format) covering that day's reading or discussion topic.
These papers are ungraded, without points, and not returned; yet failure to complete Absentee Assignments will significantly lower your grade, perhaps resulting in failure of the course.
Deadlines: The assignment(s) should be turned in to the instructor at the beginning of the next class after you return.
You will take one midterm exam and one final exam, which is comprehensive, as assigned during finals week.
Both exams will consist of short identifications quizzing knowledge of detail and significance, and essays testing your understanding of the course material through logical presentation of facts and explanation of historical trends.
A. Class Discussion:
As mentioned above, a significant part of the class will involve discussion. To be properly prepared for discussion requires you to read and mark up the texts assigned for that day according to the class schedule. The Pavlac text and introductory sections of Oldridge and K&P provide context and background. Of particular interest are the secondary sources in Oldridge and primary sources in K&P. When reading these sources, you should think about and try to answer (in notes or comments written in your textbooks) the following questions:
A short, in-class, open-book quiz may be given to encourage reading.
B. Witch Hunt Web
Your are to write a three-page report of your own experience of a witch hunt.
Simulations create a learning experience drawn from a game format as an alternative to other forms of learning. This particular simulation presents the challenge of making choices faced by the victims of the original witch hunts. You can learn something about the structure of a hunt as well as the consequences of particular choices in that situation.
C. Book Annotation:
You are to write one book annotation, one paragraph long (160-210 words), which critically analyzes a scholarly work concerning historical witchcraft.
Books are basic tools for gaining historical knowledge. Considering the vast number of books published each year, it is difficult for any historian to keep abreast of new research. Book annotations provide a convenient way for anyone, scholar and student alike, to learn the value of a particular book. In this exercise you will manage information, evaluate different historical opinions, analyze arguments, organize your thoughts and present them in a clear written form. These will be used to help build and expand upon the Women's History Research site, and its Witch Hunt pages.
E. Hammer of Witches Worksheet:
You are to answer questions regarding the Witch Hunt manual, The Hammer of Witches.
This book marks one of the key developments in witch hunting. Understanding its basic content is essential to comprehending the phenomenon of witch hunting.
You will find the answers and fill them out on a study guide sheet provided by the instructor. You do not have to read the entire work, although you may. Due according to the class schedule.
F. Historiographical Essay of Primary Source
You are to write an historiographical essay of a primary source, five-six
pages long, which critically examines scholarship on a particular source of the
Building on the work of previous scholars advances our historical knowledge. In this exercise you will manage information, carefully read secondary sources, evaluate different historical opinions, analyze arguments, organize your thoughts and present them in a clear written form.
G. Mock Witch Trial
We will carry out an acted simulation of a witch trial in class,
as assigned on the class schedule.
A simulation provides a different way to learn by doing and experiencing matters covered through reading, discussion, and writing. The student should come away with a different appreciation for the course material.
Instructions will be handed out as the time for the trial approaches. Methods and procedures from The Hammer of Witches shall be used, so be attentive to that material. You will write a three-page evaluation of the experience, due according to the class schedule.
Deadlines: Meeting deadlines is an important aspect of assignments. Papers should be handed
in to the instructor, by you yourself, at the beginning of class on the due dates
assigned or e-mailed by the proper time.
The grade of any assignment you turn in late will lose at least 10% after the beginning of the first class, 20% after the second, and 35% after the third.
No late papers will be accepted after the last day of class. For general information about presentation and writing of papers click here.
You earn your grade through work done for this course. You are responsible to understand why you have achieved a certain grade and what you can do to maintain or improve your grade. You are encouraged to consult with the professor during office hours or by appointment both before and after exams and written assignments.
For your protection, in case of errors of recording, you should keep copies of all exams and assignments until you have received official notice of your final grade. Any and all materials done for this course may become the property of the professor, who may use them for assessment, evaluative, scholarly, or research purposes.
Click here for a Grading Policy with more information on the parameters of evaluation and grading. For more information on grades, see your Student Handbook and the college catalog.
Your final grade will be based on a percentage (above 90%=A, 89%- 80%=B, etc.) of the sum of the following points:
Class Discussion (250); Report on Witch Web Simulation (25); Book Annotation (75); Hammer of Witches Worksheet (35); Midterm Exam (100); Historiographical Essay on Primary Source (100); Report on Mock Trial Simulation (50); Final Exam (150)
Should the College cancel classes, or have a compressed schedule, still do the work according to the schedule, until otherwise instructed by the instructor. Meeting time under the compressed schedule is 11:00-11:50 am.
|Week 1 mJan 14||Orientation||-|
|Pavlac 1-7; syllabus; <http://www.brianpavlac.org/witchhunts/werrors.html>;
Print the web pages out and bring them to class.
|fJan 18||Oldridge 1-17|
|Week 2mJan 21||Antiquity, Christianity and Magic||
Pavlac 8-16; Oldridge Ch 9; K&P pp. 1-42, #2, #3, #5, #44 (pp. 280-287)
|wJan 23||Heresy in the Middle Ages||
Pavlac 16-17; Oldridge pp. 19-22, Ch 1, Ch 2; K&P #11, #14, #19, #20, #21, #22Witch Hunt Web Simulation report due
|Week 3 mJan 28||
End of the Middle Ages
|Pavlac 17-18; Oldridge Ch 3; K&P #23, #24, #25|
|wJan 30||Renaissance||Pavlac 18-20; Oldridge pp. 87-91, Ch 5, Ch 13, Ch 20; K&P #36|
|Week 4 mFeb 4||Reformation||
Pavlac 20-21; Oldridge pp. 131-135, Ch 14, Ch 15, Ch 16; K&P #40, #41, #42; Selection for Book Annotation due
|wFeb 6||Scientific Revolution & Enlightenment||
Pavlac 21-24; Oldridge pp. 165-169, 301-304, Ch 7, Ch 17, Ch 19; K&P #61
Sex & Gender
|Oldridge pp. 247-252, Ch 25, Ch 26, Ch 31|
|wFeb 13||Formation of the Hunts||
Pavlac 25-45; K&P #26,#28
|Week 6mFeb 18||
Begin of the Hunts
|Pavlac 45-50; K&P #27, #29, #30; Book Annotation Due|
|Week 8mMar 11||
|Whole text; Oldridge Ch 4; K&P #61; Malleus Worksheet Due|
|wMar 13||Malleus Maleficarum||Selection of Primary Source Due|
|Week 9mMar 18||
|Pavlac 51-71; Oldridge Ch 8, 10, 21, 24, 32; K&P #44, #47, #53, #54, #55|
|wMar 20||Halloween Eve Eve||-|
|Week 10mMar 25||
Print the web page out and bring it to class.
Selection of Primary Source for Historiographical Essay Due
|wMar 27||Switzerland and the Low Countries||Pavlac 71-82; K&P #50, #52, #57, #62|
|Week 11mApr 1||
|Pavlac 83-107; Oldridge pp. 205-209, Ch 23, Ch 30; K&P #45, #49, #56|
|wApr3||Britain||Pavlac 109-134; Oldridge Ch 6, Ch 22, Ch 28, Ch 29; K&P #46, #48, #59; Revised Book Annotation Due|
The American Colonies
Pavlac 134-147; Oldridge Ch 27; K&P #58, #67
|wApr 10||Southern Europe||Pavlac 149-172; Oldridge Ch 11, Ch 18; K&P #35, #43, #63|
|Week 13mApr 15||
Northern and Eastern Europe
|Pavlac 173-186; Oldridge Ch 12mApr 15|
|Week 14wApr 24||
Mock Witch Trial Simulation
|fApr 26||End of the Hunts||Pavlac 187-197; Oldridge pp. 337-340, Ch 33, Ch 34, Ch 35, Ch 36; K&P
#60, #65, #66, #69
|Week 15mApr 29||Modern Witch Hunts||
Oldridge Ch 36, Ch 37, Ch 38; Historiographical Essay on Primary Source Due
|wMay 1||last class Review||Report on Mock Trial Simulation due|
| fMay 3
Witch Hunt Main Page | Witch Hunt Simulation | Timeline | Topics
Grading Policy | Paper Presentation
Although the syllabus presents the basic content and requirements of the course, the professor reserves the right to change anything (e.g. assignments, point values, topics, due dates, grading policy, etc.), at any time, at his discretion.