DR. JENRETTE FYE 103: Special Topics: The Salem Witchcraft Trials
Three Semester Hours
General Education: Core 3
Office hours: M, T, R 1:00-2:00 Mon 4:00-5:00 and by appointment or walk-in
Wed. 11-noon
Common Hour: Tuesdays, 12:30-1:45
Phone: 732-2575/1225 Email:
Student Mentors: Ms Traci Andrews Thursdays: 12:30-1:30
Ms Sonya Paraskos Thursdays: 11:00-noon
Location: Hendricks 136
Catalog Description:
This course studies the causes and results of the Salem witchcraft trials of 1692 by examining the political, economic, and social context in which they occurred. It further analyzes the long-term effect of the witch trials through the course of U.S. history, looking at related issues and events into the modern era. FYE 103 will orient first year, transfer and first time Edinboro students during their transitions to university life. It is specifically designed to acclimate the student to college and increase the probability that they will attain academic success.
Textbooks:
Merry E. Wisner, Witchcraft in Early Modern Europe (HANDOUT)
Frances Hill, A Delusion of Satan: The Full Story of the Salem Witch Trials
John Hardy Wright, Sorcery in Salem (pictorial)
Novels:
Students will choose of the following
Maryse Condé, I, Tituba, Black Witch of Salem
Ann Rinaldi, A Break with Charity: A Story About the Salem Witch Trials
Course Objectives:
1. To understand the European background to the witchhunts in the US
2. To analyze the political, economic, and social causes and implications of the witchhunts
3. To examine the role of race, class, and gender
4. To analyze the impact of religion in early US history
5. To analyze the power of the Christian church in Medieval Europe and Puritan New England
6. Knowledge of the key political, economic, and social trends of early American history
7. Understanding of the causes/results of British colonization
8. The ability to analyze the impact of race, class, and gender in early American history
9. To improve analytical skills
10. To improve communication skills, both oral and written, through class discussions, papers, quizzes, homework assignments, exams, etc.
11. To examine comprehension of the material covered in class lectures, discussions, and the textbooks
First Year Seminar Objectives:
1. First-year students will develop essential academic skills related to student success.
2. First-year students will develop the critical thinking skills essential to the transition to the college learning environment.
3. First-year students will develop a sense of academic self-confidence and personal responsibility, and a positive attitude toward the teaching/learning process.
4. First-year students will develop a sense of community with peers, faculty and staff, and a respect for diversity.
5. First-year students will be aware of the university resources available to them.
Course Outcomes:
Each student will have:
1. a basic knowledge of the key issues leading to the Salem Witchcraft trials
2. an understanding of the impact that mass hysteria has on a culture
3. understanding of the role of the political, economic, and social implications of the trials and their long-term effect on American society
4. a basic understanding of how this phenomenon reoccurs throughout U.S. history
5. demonstrated their ability to interpret the underlying and immediate causes of the trials
6. basic research, writing, and analytical skills
6. enhanced the ability to express and support your own ideas through class discussions, exams, quizzes, etc.
7. developed strategies necessary for academic success
8. knowledge of the university resources available to help make them successful
9. demonstrated their ability to behave and act responsibly through team projects
Methods of Assessment:
1. Electronic Journal:
From time to time I will give you specific questions to address; otherwise, your entries should incorporate responses to the items listed below. The journal will be divided (via grading) into four categories:
What should be included in the journal?
A. Course Content
· Descriptions and analyses of your experiences as they relate to the content of this course
· Reactions to reading assignments, including comments on the political, economic, social, cultural context
· Reactions to reading assignments, including comments on issues related to race, ethnicity, gender, class
· What in the Salem story could be applied to your first semester at EUP?
· What is hysteria? Does it apply to Salem?
· What caused the Salem witch trials?
· What were the short and long-term results?
· Entries in your journal must show an increasing understanding of the events/issues of Salem in 1692
· Issues in other classes that relate to the content of this course
· Who are the accusers and the accused?
· What are the unique characteristics of each key player in the story?
B. Adjusting to Campus Life
Issues in other classes and/or residence halls (but do not write the names of any professors or other students; if you include anyone’s name please use a pseudonym)
C. Freshman Year Objectives
Where do the following fit into the Salem story?
· Successes
· failures
· Skills
· self-confidence
· personal responsibility
· attitude
· Community
· Diversity
· Resources
How do these apply to your own experiences at EUP?
D. Hysteria in Modern Society
How can the lessons of Salem be applied to modern U.S.?
E. Journal requirements
· Journals must be submitted electronically in three separate word documents by Monday at 5:00 p.m.; late journals will be penalized by 20 points per day, including weekends and holidays. I reiterate, the journal is to be submitted in 3 separate word documents.
· Daily Entries are mandatory (In this case, “daily” means a minimum of 3 times each week. Entries must be written on different days; it is NOT acceptable for you to write all weekly entries on one day. They should be spread out over the course of the week so you have time for reflection and analysis. NOTE: You should be aware that Word “time-stamps” documents when they are created so I will know when you started/finished each entry!
· Each entry must include your name, date, and time of writing
· Each entry must be a minimum of approximately 100-250 words
· You cannot “make-up” missed journal entries; consequently, it is important for you to “keep up” with this assignment
2. Class discussion/Quizzes. This class is a relatively small class; therefore I expect and require each student’s participation in class discussion. Failure to become engaged will lead to weekly written quizzes that will be counted as part of your Discussion grade. Weekly discussion grades will be recorded in my grade book. Discussion is not just “talking” for the sake of being heard; real discussion is “dialogue.” It means you are engaged in the course material.
We will devote time each week to a brief discussion of the Common Hour programs you attended the previous week(s).
3. Tests. Tests will be given on the average of every three weeks; consequently you will have 3-4 tests during this semester. Tentative test dates are included on the schedule below. You will have at least three “hourly” tests and possibly a fourth one if time permits.
4. Final Comprehensive Exam.
5. Common Hour Papers. The Freshman Year Experience Program has developed 14 weekly presentations/activities for you to help ensure your successful transition from high school to college. You must attend a minimum of 10 Common Hour programs (Tuesdays at 12:30) and write a one-page, TYPED, descriptive essay of each presentation.
Your Common Hour Analyses should include:
· A brief summary of the content of the presentation/program/activity
· An analyses of the content
· How did this help you?
Late papers will NOT be accepted. Common Hour papers are due via email attachment no later than 5:00 p.m. on each Friday. Bonus points will be considered for those students who attend ALL Common Hour activities (and write papers). Part of success in college and life is about doing your assigned tasks on time.
6. Participation in Salem/Boston class trip (optional yet recommended).
7. Spelling, grammar and punctuation do count. If you have problems writing, the Writing Center is located on the second floor of the Baron-Forness Library.
Grading Percentages: Grading Scale:
Electronic Journals 20% 0-59= F
Quizzes/Discussions 10% 60-67= D 68-69= D+
Common Hour Assignments 10% 70-77= C 78-79= C+
Tests (3-4) 40% 80-87= B 88-89= B+
Final Exam 20% 90-100 =A
Total= 100%
Date Topic Reading Assignments
8/25 Introduction
Definitions, images, myths, realities
Conceptions and Misconceptions
Building the American Colonies
9/8 Massachusetts Bay Colony Hill, Intro and preface
Political and Legal structure Wright, Intro
Economic issues Wisner, Intro
Social and Cultural environment
Geographic and Environmental influences
9/15 Setting the Stage: The European Underpinnings Wisner, Pts. 1, II, III
Intellectual and Legal Foundations
Social AND Geographic Context of Witchcraft
The Church: Reformation and Counter-Reformation
Calvinism in Europe
The Elect of God AND The Protestant Work Ethic
Test #1 (Tentative)
9/22 Underlying Causes of the Salem Witchcraft Outbreak Wright, ch. 1
Puritan New England: A New Covenant
Political and Legal structure
Economic issues
Social and Cultural environment
Geographic and Environmental influences
Settling Salem and the hinterland
The Church of Salem
Political and Legal structure
Economic issues
Social and Cultural environment
Geographic and Environmental influences
9/29 Immediate Causes of the Salem Witchcraft Outbreak Hill, chs. 1-3
Political and Legal structure Wright, chs. 1-6
Economic issues
Social and Cultural environment
Geographic and Environmental influences
The Afflicted and The Accused
10/6 Salem Town and Salem Village Hill, ch.s. 4-6
The Minister: Supporters and Opponents Wright, chs. 1-6
Test #2 (Tentative)
Salem Trip: Thursday, Oct. 9- Sunday, Oct. 12
10/13 The Community Reacts: Causes, Concerns, and Diagnosis Hill, chs. 7
Wright, ch. 1
10/20 The Witches of Salem: Race, Gender, and Class Hill, ch. 11
Wright, ch. 1
10/27 Dynamics of Factional Conflict Hill, chs. 9, 10, 13, 14
Race, Class, Gender Wright, ch. 1
Political and Economic concerns
The Place of the Church
Test #3 (Tentative)
11/3 The Salem Witchcraft Trials Hill, chs. 8, 12, 16
Accusers, Accused and Judges Wright, ch. 1
Political issues
Race, Class, and Gender
Economic disputes
Witnesses/Prosecutors
Defense/Verdict
11/10 Results of the Salem Witchcraft Trials Hill, chs. 17-25
Immediate and Long-term Wright, ch. 1
Impact in U.S. History Condé and Rinaldi
Religious, cultural, social
Political and economic
Recovering from the Witchcraft Trials
11/17 Salem Witchcraft Trials in the American Psyche handouts
Interpretations in the 19th Century Wright, chs. 7-9
Test #4 (Tentative)
11/24 Interpretations in the modern era handouts
Modern Witchcraft Cases
12/1 Witchhunting” in Modern America handouts
12/8 Final Exam, 6-8:30 p.m.
Basic Ground Rules for Classroom Behavior:
1. Respect the right of others to have opinions that may differ from yours. Even if you disagree with someone, you should respect the individual's right to have that opinion.
2. Disruptive behavior will not be tolerated in this class. Disruptive behavior includes tardiness, leaving class early, talking, clicking pens, shuffling papers, book, etc., ringing or vibrating phones, text-messaging, alarming watches, gathering belongings before class is dismissed, turning work in late. TURN OFF YOUR CELLPHONES AS SOON AS YOU COME INTO CLASS!! IF YOUR PHONE RINGS DURING CLASS I WILL DEDUCT 10 POINTS FROM YOUR FINAL GRADE. Disruptive behavior also includes you using a laptop computer to “surf the net” during class. This is distracting to others and disrespectful. If you cannot use your laptop without going online or to play computer games, do not bring it to class. 10 points per incident will be deducted from your final grade.
3. If you do not adhere to these basic rules of respect for others, you will leave the class and DROP THIS COURSE!! I WILL NOT TOLERATE THE DISRUPTIVE BEHAVIOR OF ANY STUDENT WHO ATTEMPTS TO PREVENT OTHERS FROM LEARNING. I will give you only one warning!!! It will be a verbal warning in the presence of your classmates. On the second violation, you will be dismissed from class until you can behave like a mature adult who treats others with respect. If you dare to violate these rules a third time, I will deduct 30 points from your final grade, which will make it practically impossible for you to pass this class. CONSEQUENTLY, IF YOU CANNOT ACCEPT THESE BASIC GUIDELINES, DROP THIS CLASS!!!
4. Tardiness is unacceptable and disruptive. Do not come to class late! Regular and prompt class attendance is a requirement. Tardiness will result in the lowering of your course grade by 10 points per incident; therefore, if you cannot make it to class on time, DROP THIS CLASS! Leaving class early also fits into this category.
5. One unexcused absence will be "tolerated" during the semester. After the first cut, I will deduct 10 points from your final grade for each absence.
6. Do not socialize, talk in class (unless you are participating in class discussion), or sleep. If you cannot stay awake in this class, YOU WILL NOT PASS.
7. Plagiarism/Cheating: The penalty for plagiarism or cheating on any assignment will an F for the entire semester and you will be referred to the judiciary process for further action.
8. Policy of Nondiscrimination and Affirmative Action: Edinboro University welcomes students, faculty, and staff from all racial, religious, national, and socio-economic backgrounds. Edinboro University is committed to a policy of equal opportunity for all in every aspect of its operations. The University has pledged not to discriminate on the basis of race, sex, color, age, religion, national origin, disability, organizational affiliation, affectional or sexual preference, and marital status. The policy extends to all educational, service, and employment programs of the University.
9. If you are not here to learn, drop this class.
If you cannot behave like a mature, responsible adult who respects other people, DROP THIS CLASS.