DR. JENRETTE FYE 103: Special Topics: The Salem Witchcraft Trials
Three Semester Hours
General Education: Core 3
Class hours: Tuesday/Thursday, 11-12:15
Office hours: MW 10:30-noon; TR 10-11; Tuesday 3-4; and by appointment or walk-in
Common Hour: Tuesdays, 12:30-1:45
Phone: 732-2575/1225Email:
Student Mentor: Ashley Eisert Email:
Tutoring Hours: Wednesdays, 4-5Location: HH136, HIAN Student Resource and
Study Center
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)
Juliet Mofford, ed., Cry Witch
Arthur Miller, The Crucible
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:
- To understand the European background to the witchhunts in the US
- To analyze the political, economic, and social causes and implications of the witchhunts
- To examine the role of race, class, and gender
- To analyze the impact of religion in early US history
- To analyze the power of the Christian church in Medieval Europe and Puritan New England
- Knowledge of the key political, economic, and social trends of early American history
- Understanding of the causes/results of British colonization
- The ability to analyze the impact of race, class, and gender in early American history
- To improve analytical skills
- To improve communication skills, both oral and written, through class discussions, papers, quizzes, homework assignments, exams, etc.
- To examine comprehension of the material covered in class lectures, discussions, and the textbooks
First Year Seminar Objectives:
First-year students will develop essential academic skills related to student success.
First-year students will develop the critical thinking skills essential to the transition to the college learning environment.
First-year students will develop a sense of academic self-confidence and personal responsibility, and a positive attitude toward the teaching/learning process.
First-year students will develop a sense of community with peers, faculty and staff, and a respect for diversity.
First-year students will be aware of the university resources available to them.
Course Outcomes:
Each student will have:
- a basic knowledge of the key issues leading to the Salem Witchcraft trials
- an understanding of the impact that mass hysteria has on a culture
- understanding of the role of the political, economic, and social implications of the trials and their long-term effect on American society
- a basic understanding of how this phenomenon reoccurs throughout U.S. history
- demonstrated their ability to interpret the underlying and immediate causes of the trials
- 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:
- 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 (for grading) into four categories: Course Content, Common Hour, FYE Objectives, and Hysteria in Modern Society. Due by 5:00 p.m. on Mondays.
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. Common Hour Entries.
The Freshman Year Experience Program has developed 14 weekly presentations and activities for you to help ensure your successful transition from high school to college. You must attend all 14Common Hour programs (Tuesdays at 12:30) and write a substantial descriptive essay of each presentation and include these in your journals.
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? If it did not help you, what approach could have been used so that it would help you?
C.Freshman Year Objectives
Where do the following fit into the Salem story?
- Successes
- failures
- Skills
- self-confidence
- Adjusting to Campus Life
- 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 a word document by Mondaysat 5:00 p.m. I reiterate, the journal is to be submitted in word documents.
- Weekly Entries are mandatory (In this case, “weekly” means a minimum of two times each week. Consideration will be given for those students who submit more than two entries each week. The entriesshould reflect that you have spent time thinking about your entry and indicate 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; once the due date has passed for a journal submission you cannot submit the entry.
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 DAILY written quizzes that will be counted as part of your Discussion grade. 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 each week.
3.Tests. Tests will be given on the average of every three-four 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.The Salem Game Group Project. Students will be divided into groups of 3-4 people so you can work together to develop a game (board or computer) on the Salem Witch Trials. The goal of your game is to engage players (age is determined by your team) and to show the players what caused the Salem Witch Trials. This project will be conducted primarily in class although some “outside” work in the library will be necessary.
6.Participation in Salem/Boston class trip (optional yet recommended). October 8-11
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+
Group Project10%70-77= C 78-79= C+
Tests(3-4) 40%80-87= B 88-89= B+
Final Exam 20%90-100 =A
Total= 100%
DateTopicReading Assignments
9/1-9/3Introduction
Definitions, images, myths, realities
Conceptions and Misconceptions
Building the American Colonies
Common Hour/Group Project Activities
9/8Massachusetts Bay Colony
Political and Legal structure
Economic issuesWisner, pp. ix-xxii
Social and Cultural environmentWisner, Intro
Geographic and Environmental influences
9/10-9/15Setting the Stage: The European UnderpinningsWisner, pp. 11-14
Intellectual and Legal FoundationsWisner, pp. 51-54
Social AND Geographic Context of WitchcraftWisner, pp.99-102
The Church: Reformation and Counter-ReformationWisner, pp. 149-154
Common Hour/Group Project Activities
9/17Calvinism in Europe
The Elect of God AND The Protestant Work Ethic
9/22Test #1
9/24Underlying Causes of the Salem Witchcraft OutbreakMofford
Puritan New England: A New Covenant
Political and Legal structure
Economic issues
Social and Cultural environment
Geographic and Environmental influences
Group Project/Common Hour Activities
9/29Settling Salem and the hinterland
10/1-10/6The Church of Salem
Political and Legal structure
Economic issues
Social and Cultural environment
Geographic and Environmental influences
10/8Group Project/Common Hour Activities
10/8-10/11Trip to Salem (optional)
10/13Reading Day
10/15Immediate Causes of the Salem Witchcraft OutbreakRinaldiand Mofford
Political and Legal structure
Economic issues
Social and Cultural environment
Geographic and Environmental influences
10/20Test #2 (Tentative)
10/22The Afflicted and The AccusedMofford
10/27Salem Town and Salem VillageMofford
The Minister: Supporters and Opponents
10/29The Community Reacts: Causes, Concerns, and Diagnosis
11/3The Witches of Salem: Race, Gender, and ClassCondé
11/5-11/10Dynamics of Factional Conflict
Political and Economic concerns
The Place of the Church
11/12-11/17The Salem Witchcraft TrialsMofford
Accusers, Accused and Judges
Political issues
Economic disputes
Witnesses/Prosecutors
Defense/Verdict
11/19Test #3 (Tentative)
11/24-12/1The Salem Witchcraft Trials: 3 Sisters
12/3The Judges and Their Responsibilities
Test #4 (Tentative)
12/8Results of the Salem Witchcraft TrialsMiller and Mofford
Immediate and Long-term
Impact in U.S. History
Religious, cultural, social
Political and economic
Recovering from the Witchcraft Trials
12/10Salem Witchcraft Trials in the American PsycheMiller
Interpretations in the Modern Era
Final Exam: Tuesday, 12/15/09, 11-1:30, HH147
Basic Ground Rules for Classroom Behavior:
- 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.
- 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. LAPTOPS ARE ONLY PERMITTED FOR NOTE-TAKING, UNLESS OTHERWISE INDICATED BY THE PROFESSOR. 10 points per incident will be deducted from your final grade.
- 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 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!!!
- 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.
- Two unexcused absences will be "tolerated" during the semester. After the second cut, I will deduct 10 points from your final grade for each absence.
- 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.
- Plagiarism/Cheating: The penalty for plagiarism or cheating on any assignment will be an F for the entire semester and you will be referred to the judiciary process for further action.
- Policy of Nondiscrimination and Affirmative Action: EdinboroUniversity welcomes students, faculty, and staff from all racial, religious, national, and socio-economic backgrounds. EdinboroUniversity 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.
- 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.