HIST/WMST 6950: Witchcraft Trials and Magic Belief
Georgia Regents University Fall 2014
10-11.15 AM Tuesday and Thursday, Allgood Hall E-257
Instructor: Dr. McClelland-Nugent
Office Location: Allgood Hall E-210
Email: RMCCLEL1@gru.edu (NOTE: The address has the letter “l” and then the number “1" before the gru:
rmcclel(one)@gru.edu )
Office Phone:
706-737-1709
Office Hours:
Wednesday 12-4 and by appointment
Important note: This syllabus is laid out according to the requirements of Georgia Regents University, not the
preferences of your instructor. Required texts and the grading formula are on page 3-4. If you are looking for the
course schedule, please turn to page 8.
Course Description
This class covers beliefs about witchcraft and magic in the era of witchcraft trials, with a particular emphasis on
England and the United States (although occasional comparisons will be made to other places in the Atlantic world). It
will also consider some of the history in the post-trials era, up through the late twentieth century. We will consider how
attitudes and ideas about those topics have changed radically over time, and why there are so many different definitions
of what a “witch” is. These topics will be considered from cultural, legal, medical, gendered, and religious
perspectives,
Course Goals and Learning Objectives
This course serves as an upper-division offering for history students, whether major or minor; anthropology students
may also count it towards their major or minor. Students with an interest in either the early modern period of European
history or the colonial period will find that this complements other classes such as Modern British history and colonial
America. Because the historical study of European witchcraft was profoundly affected in the 1970s by anthropological
insights into modern cultures with witchcraft beliefs, anthropology students will find many familiar topics in this
course. The course also includes a significant component of literary material since we will be considering not only what
people did, but also what they believed, we’ll find that films, plays, and novels provide good insights into ideas about
witchcraft and magic. This course will introduce students not only to the history of magic belief, but also to the history
of how historians have written about the topic; this will be of great use to anyone taking historioigraphy or Methods.
Finally, the course will emphasize primary sources, giving students a chance to practice the important skills of
document analysis.
Also: This course is cross-listed as a Women’s Studies course and serves as an upper-division offering for students who
may be completing the Women’s Studies minor. Students who complete the 15 hours of WMST coursework for the
minor should be able to demonstrate knowledge of all three Women’s Studies Program learning goals. This particular
cross-listed course provides an opportunity for WMST students to begin to engage with facets of these concepts: 1. The
socio-cultural and historical construction of gender as a category of experience that intersects with race, ethnicity, class,
and sexuality, at both local and global levels. 2. The contexts in which gender influences agency and disempowerment
and how these contexts pertain to individuals’ lives, both historically and in contemporary society.
1
Pre-Requisites
Students must be of junior or senior standing to take this class, unless they have made special arrangements with the
instructor. Students will be expected to successfully use D2L and email, to be able to handle a heavy reading load, to be
able to write and speak clearly. Students should understand what a thesis statement is and be able to identify/produce
one. Please note that this class has a significant workload, because it is my philosophy that college students do most of
their learning on their own. You are expected to spend about 6-9 hours per week, on average, reading and working
outside the class, on top of the 3 hours a week we spend in class. It is your responsibility to plan your schedule
accordingly. The workload is non-negotiable.
Teaching Methods
This is a discussion-based class. I will rarely lecture; rather, I will lead a discussion on the readings. I will most often
begin the class with a quiz over the reading; be prepared. I will frequently bring some materials to enhance our
discussions, including Power Points or Prezis, introduce students to key concepts, and provide background material to
help better understand the readings. You should take notes over these discussions in order to help yourself on the tests.
Expectations
Attendance
Attendance is mandatory. There are no "excused" absences, nor are there “unexcused” absences. You are allowed four
absences without penalty. The fifth absence results in 5 points off of your final grade. The sixth, 5 more. The seventh
normally results in an automatic failure (via WF) for the class. This is non-negotiable. Exception: if you experience a
crisis that will necessitate a long absence (like a surgery), please contact me immediately to discuss it and male
alternate arrangements for classwork.
Perfect attendance and the final grade
Those with perfect attendance (meaning NO absences for any reason) have the option to drop the lower of their two test
scores and double the higher one. This a reward, not an entitlement. If you miss class for ANY reason, you do not
receive this reward. This is a statement of fact, not a moral judgement; you have either been here every day or you have
not. There may sometimes be very good reasons for you to miss class; I understand that! Again, this is not a judgement
on your character, but rather a matter of record-keeping. Please do not ask for this reward if you were not factually,
physically here every day. This is non-negotiable.
Lateness
Thank you, in advance, for being on time and ready to learn. Late entry to class is not permitted. It is a distraction
to the entire learning community. Once I have taken attendance and begun the lecture or discussion, you may not
enter the class. The only exceptions to this are for physical disabilities requiring late entry, as verified through the
disability services office of this university, or through another specific pre-arrangement with the instructor, designed to
minimize the intrusion. Please note that I take attendance at the beginning of class. If you are not here for attendance,
you will be marked absent. This is non-negotiable. If you attempt to enter class late, I will ask you to leave. If you
argue with me, your participation mark immediately is reduced to a zero (10 points off the final grade.) If you refuse to
leave, campus security will remove you and you will fail the course.
Leaving early
Leaving early, like lateness, is not normally permitted save in cases of emergency (going to work or other classes are
not emergencies), because it is a distraction to others. Those found to be leaving class for non-emergency reasons will
automatically lose 15% from their final grade, as this will be treated as academic dishonesty.
Visitors
While visitors are not normally a part of the class, you may request permission from the instructor to bring visitors in
certain circumstances. If permission is granted, you are responsible for the behavior of your visitor. S/he may be asked
to leave if s/he cannot adhere to appropriate classroom behavior as defined by the instructor.
Class Behavior and the Learning Environment.
Both the Faculty Manual and the Student Code of Conduct emphasize the professor’s duty to maintain a learning
environment.
Thank you, in advance, for fostering a positive learning environment through your words and actions. It is a pleasure
and a privilege to teach when everyone does their part to make our class a real learning community.
2
Any student whose actions disrupt this environment (as defined by me or others who may be instructing or proctoring)
will be asked once to cease. Examples include (but are not limited to) coming into class late, talking loudly to another
student or during films, refusing to follow instructions, shouting or yelling in class, or making remarks that are
homophobic, sexist, racist or otherwise discriminatory, doing other work or reading non-class material in class, using
non-approved electronic devices, or using approved ones in distracting ways.
Refusal to cease such behavior, arguing with the professor or other instructor, or a second disruption (of the same or
different kind) will result in an ejection from the class and 10 points deducted from the student's final grade. Students
will then be counseled and a report made to the chair. Further serious incident (as defined by the instructor) will result
in an automatic F for the course. Guest lecturers and other visiting faculty have the same responsibility to maintain the
learning environment in the instructor’s absence. Your co-operation with such persons is both required and appreciated;
they have the same authority as the regular instructor.
Note: please also see the university statements regarding conduct and disruption in the student manual.
Computers
Computers for note-taking and e-readers for text consultation are the only electronic devices authorized for use in
class. Those using computers must sit in the first row of class, unless special permission is granted by the instructor.
Devices are authorized only for note-taking. You may not check your email, use Facebook, Twitter, or otherwise be
online during class. Doing so is a violation of the behavior policy and will be treated as such. Other electronic devices
must be OFF and securely stowed while you are in class. If a cell phone rings, the instructor reserves the right to
answer it.
Meetings and Email
If you need to meet with me, you are welcome to drop by my regularly scheduled office hours; I will normally be there,
unless there is an emergency or I am conducting other official university business (like being in another meeting). You
may also email me or phone the office to request an appointment. I would like to help you if I can. If, for example, you
are having trouble studying for tests, please arrange a conference and we’ll try to come up with a more effective
strategy.
If you are going to email me, I try to respond within 1 or 2 business days, sometime during normal working hours (9-5
M-F). I may not see or respond to emails on the weekends or in the evening.
I respond most promptly to emails which include a greeting (“Hi Dr. McClelland-Nugent,” for example, or even “Dear
Professor McN” or perhaps “Hey Dr. Nugent” or maybe “Hello Prof. McNuge”). You should also include your name in
the signature. It also helps if the e-mails are reasonably well-spelled and conform in general to English grammar. I
don’t mind typos; the email does not have to be perfect. However, please do not send an email written as if it were a
text, or tweet, or in-game chat, or a forum post. Those emails will be placed at the very bottom of my priorities list.
I reserve the right to completely ignore any email which addresses me as “Mrs” or by some other incorrect title. I also
reserve the right to ignore any email from students that calls me by my first name, or calls me by some other name
entirely. You are obviously looking for someone else, and I will assume you sent me the email by mistake. (“Mrs.
Nugent” is my mother, and she is deceased, so you are out of luck on that one.)
Grades and Meetings
I am happy to arrange a meeting to discuss specific work and its grade. I am not willing to schedule a meeting
immediately after handing back papers, because students have not had a chance to read any of the comments.
Therefore, I require a 24 hour period before contacting me regarding a mark. In that time, please read over my feedback
and think about it, and please come to our meeting with specific questions. This will ensure a much more productive
meeting.
Texts and Resources
These texts are required:
Witches of the Atlantic World, edited by Elaine Breslaw.
Escaping Salem, by Richard Godbeer
America Bewitched: Witchcraft after Salem by Owen Davies
The Witch of Edmonton by Thomas Dekker (this is a play—you may use any edition)
The Magician’s Nephew by C. S. Lewis (this is a novel—you may use any edition)
There will be additional readings, as noted by the syllabus, available on D2L or via handout. You are also
expected to use D2L to view newspaper articles I will be posting through the semester.
3
Grading
2 Take –Home Tests (submitted online via D2L) =40% (20% each)
Daily Quizzes and assignments (averaged)= 20%
Participation = 20%
1 lesson plan and unit context =15%
1 reaction paper = 5%
4
Note: failure to turn in any assignment or complete any test, exam, or essay, will result in an automatic fail for the
class.
Reading Schedule
Reading should be COMPLETED the day it is listed in the syllabus. Quizzes will be over the assigned reading for the
day.
Tests
Tests will draw on ALL material for this class; you are responsible for all material in the assigned reading, in films, in
discussions, etc., whether or not we cover it in class.
Tests will be in essay format, and give you a choice of answering 2 out of 3 questions.
Tests must be submitted online in D2L.
I will release the test questions about a week before the test is due.
Tests which bring in a great deal of class material will receive high marks. Tests which refer to one or two discussions
only, or on one or two readings only, will receive poor marks. (I am especially unimpressed by people who don’t refer
to the readings at all, as if perhaps they haven’t read anything all term.) It is up to you to show what you know.
These tests are open-book and open-note, so I expect a good deal of specificity in your answers. Rather than simply
asking you to recall names and dates, I expect you to be able to interpret material and form an original thesis (which
you will then thoroughly support with specific evidence).
With each test, I will give recommended page lengths, but in general, students should plan on 3-5 pages to answer each
question (6-8 pages total.) (All page lengths in Time New Roman, 12 point font).
Quizzes
Quizzes will be given in essay format: you will have a question to answer on a half sheet of paper. Questions are not
given in advance; these are pop quizzes. They will be frequent, and unannounced.
Quizzes focus on some aspect of the day’s readings. It is a very good idea to be sure you understand each chapter or
article’s thesis and can give some supporting examples used in the reading. The clearer you are, the more precise and
plentiful your examples, the better your mark.
You will have about 10 minutes to write the quiz.
If you have no idea because you didn’t do the readings, please do not try to make something up. Simply write that you
are unprepared for class; the quiz will fail, but at 50%. If you try to make something up and I have to waste my time
reading nonsense, the quiz will receive 10% instead (the 10% is for correctly writing your name.) I would far rather
read an honest statement than try to decipher some made-up gibberish.
Please take these seriously, for your own sake! Some students are surprised at the end of term by a low grade due to
poor quiz scores.
Make-Up Tests and Essays
ALL MAKE-UPS WILL BE GIVEN DURING THE LAST WEEK OF CLASS. Make-ups for tests will only be given
for absences with written documentation related to the following: medical emergencies with proper documentation,
immediate family emergencies with the proper documentation, military obligations with the proper documentation,
school-related activities (sports, performances, travel required for courses, etc.) with the proper documentation. Other
documented emergency situations may be considered at the instructor’s discretion.
There is no making up quizzes. These policies are non-negotiable.
Occasional Take-Home Assignments
Upon occasion, I may assign a short take-home paper in lieu of a quiz. Complete instructions will be given in class; in
general, these will be brief, 1-2 page assignments related to the readings, that will not require citations.
Reaction paper
Due date: January 16 (this is not a typo—it is the second week of class)
Page length requirement: 4-6 pages (12 point font, New Times Roman)
Description:
5
This assignment asks you to read and reflect on the book Escaping Salem, by Richard Godbeer. Your paper should
include answers to the prompt questions below, written in an essay format. That means it should read as one continuous
essay (including an introduction and conclusion). Please do not write in question and answer format.
For this essay ONLY, you may use parenthetical citation in order to cite pages from the book. You must cite the pages
you are discussing, and also use quotation marks for any direct quotes. Papers that do not include citation will receive a
zero and will be returned otherwise unmarked.
Since this is a reflection paper, in which you will reflect on your own reactions to the book, it is fine to use first person
singular (“I” and “me” statements).
You will be marked on the thoroughness and thoughtfulness of this paper. If you read the book carefully (it is short)
and consider your own reactions fully and honestly, and include specific references to what portions of the book you
are reflecting upon, your mark is likely to be high. If I can’t tell from reading this paper whether you have actually read
the book, or if you do not develop your answers, your mark is likely to be quite low.
Questions for reflection:
How has this book changed your understanding of witchcraft trials in colonial New England? What was the most
important thing you learned about Puritan ideas regarding gender, family, and/or community? What did you learn about
the way historians do research? What aspects of this book were most surprising to you, and why? In your opinion,
what was the most important factor in making the Stamford, CT accusations turn out differently from those at Salem?
Lesson Plan(s) and Unit Context Project:
Details to be released.
Late work
I do not accept late work. If you hand in work late without first receiving an extension from me, it will receive a zero
and will not be graded.
If you would like an extension, you must ask before the due date. I am very flexible about extensions, and I usually
grant them when they are requested. However, I cannot grant them on the due date, save in a bona fide emergency
situation (which will be considered as for make-ups, above.) I am also decreasingly likely to give extensions if they are
repeatedly requested.
Academic Honesty
Please consult the official GRU policy on academic conduct:
http://policy.gru.edu/3-1-4-academic-conduct-policy/
Always demonstrate respect for yourself and for the entire university grading system: do not cheat. I expect the highest
ethical standards from all students at Georgia Regents. Please do not disappoint me.
Academic dishonesty might include:
·
cutting and pasting ANYTHING from the Internet for an assignment
·
copying from a book or article or other published source
·
having someone else sign an attendance sheet for you or otherwise being deceptive about
attendance
·
copying from an unpublished source
·
using someone else’s words and not putting quote marks around them AND providing a footnote or
endnote or other reference
·
falsifying documents relating to a class absence, or otherwise being deceptive about leaving class
·
using someone else’s words and changing a few words here and there
·
using quote marks but not including full citations (page numbers, etc.) in a research paper or other
6
·
·
·
·
·
·
·
take-home assignment
putting something in your own words but not giving documentation to show where you got the
information on a research paper or other take-home assignment
faking your footnotes
using notes or summaries instead of reading a book
Soliciting a paper, assignment, or other out-of-class work from other people, in any way
Soliciting test or exam information from other people, in any way
Stealing, buying or otherwise acquiring a paper from someone else and presenting it as your own
Helping someone else engage in academic dishonesty
Those found using unapproved test aids (paper notes, websites, electronic notes, other students’ papers, etc.) will
minimally receive a 0 for the test, be counseled, and have a letter placed with the head of the history department. Those
collaborating in any other form of cheating will be treated in the same fashion, minimally losing 15 points from their
final grade. It is also possible to receive a greater punishment via the Dean of this college or the VP for student affairs.
These might include failing the class and/or being ejected from the university.
You must leave your cell phone, PDA, and other electronic devices at home or in your car during tests and the final, or
securely stow them in a CLOSED bag or pocket where they cannot be seen or accessed. Those with any electronic
devices on their persons during a test may be considered in possession of test aids, and may be treated
accordingly as academically dishonest. You may always leave books, notes, or electronic devices with me for the
duration of the test if you wish.
Participation, Discussions, and Safer Space
Participation is not a “gimme” grade. Only some students will earn an A on this grade; they will do so on the basis of
consistently good contributions to class discussion. Just as some people do well on multiple choice exams (and others
have difficulty), and some excel at essay tests (while others dread them), some people will do very well in this regard,
and others will not. An average grade is a C; if your contributions are minimal, this is the best you can hope for. Some
will receive Ds or even Fs.
Participation and requires making verbal contributions to discussions and to any group activities. Simple attendance
does not grant points for participation and preparedness. Obviously, you will need to do the readings to fully
participate!
Some things you can do to better your participation grade include, but are not limited to:
*Participate in class discussions
*Participate actively in any group work
*Answer written or verbal questions about the assigned reading
*Turn in any pop assignments/quizzes
*Ask meaningful questions
*Be aware of what is going on in the class and actively follow all material
Things that will lower your participation grade include (but are not limited to):
*Sleeping in class
*Working on other assignments in class
*Reading websites, books, or other material when class is in session
*Leaving class early
*Talking to those around you
*Texting, Tweeting, or using Facebook in class
*Using phones, PDAs, or other electronic devices in class
*Being rude or disruptive in any way
*Being inattentive in any way
*Making racist, sexist, homophobic or other prejudicial remarks
*Being unprepared to answer questions about the reading
7
*Not working in groups or participating in discussions
Certain behaviors result in an automatic zero for your participation grade; see “ Class Behavior” above.
Our discussions, while often casual, should always remain academic and on-topic. We will sometimes deal with
difficult or controversial topics. Everyone should feel free to express their ideas, but please do so in a way that is
appropriate to a learning situation and relevant to class material. Participants should show respect for the humanity and
inherent characteristics of everyone else in the class, including the instructor. This means that homophobic, racist,
misogynist, anti-disability and other discriminatory language cannot be tolerated, as jokes or as serious remarks. (Rape
jokes, for example, can trigger PTSD in those who have been assaulted. Since 1 in 4 women has experienced an assault,
there is a good chance that survivors are sitting in class.) If I ask you to modify or reconsider your language, it is not a
personal attack; I am not judging you or calling you a bigot, merely asking you to find another way to make your
contribution. If you want to discuss it further, I’m happy to do so after class.
Special needs
You are welcome to visit my office to discuss any problems or questions you have, whether or not they are related to
class. I will steer you in the direction of the appropriate campus resources as best I can. Those with writing or other
tutoring questions are urged to visit the Writing Center. For help managing your schedule, dealing with stress, or if
you’re just feeling overwhelmed, there is the Counseling Center. Services are FREE and confidential.
Disabilities/Accommodations: Students with disabilities enrolled in this course and who may need disability-related
classroom accommodations are encouraged to make an appointment to see me before the end of the second week of the
term. All discussions will remain confidential, although the Student Accessibility Services office may be consulted to
discuss appropriate implementation of any accommodation requested.
If you have not already done so, and you need accommodations, you are urged to visit Student Accessibility
Services immediately. Accommodations must be arranged through their services.
Pregnancy
Title IX gives you the right to access your education while pregnant, and requires your instructors to reasonably
accommodate your health needs. Please visit me ASAP if you will be needing accommodations under this provision.
Planned course schedule (subject to change as needed):
Unless otherwise noted, all chapters are from Traditions and Encounters. “Flex Days” are days when a study day is
planned for you; if necessary, these days will be used to make up missed classes.
---Introductory Unit: What is a witch? Differences by Time and Context----------------------------Week 1: January 7 and 9
T: Introductory discussion
R: Film
Week 2: January 14 and 16
T: Film and discussion
R: Reaction paper due: Escaping Salem
-------------Unit II: The Background Classical and Medieval Beliefs----Week 3: January 21 and 23
T: Selection from Richard Gordon, “Imagining Greek and Roman Magic,” in Bengt Ankarloo and Stuart Clark, eds.
Witchcraft and Magic in Europe: Ancient Greece and Rome (Philadelphia: University of Pennsylvania Press, 1999).
R: Selection from Edward Peters, “The Medieval Church and State on Superstition, Magic, and Witchcraft,” in Bengt
Ankarloo and Stuart Clark, eds. Witchcraft and Magic in Europe: The Middle Ages (Philadelphia: University of
Pennsylvania Press, 2001).
---------------Unit III: Gender and Religion in Early Modern European Witch-Hunting---------------------------------
8
Week 4: January 28 and 30
T: In Elaine Breslaw, Witches of the Atlantic World:
Primary Sources:
“The Methods of the Devil,” by Heinrich Kramer and Jacob Sprenger, 21-27
“Why Women are Chiefly Addicted to Evil Superstition,” 289-295
Secondary Articles:
“The Making of the Great Witch-Hunt,” by Norman Cohn 305-308
“The Myth of the Improved Status of Protestant Women,” by Alison Coudert, 309-321
R: In Breslaw:
Primary Sources:
“On Witchcraft,” by Reginald Scot, 28-36
“On Witches and Witchcraft,” by Cotton Mather, 42-46
“The Character of a Virtuous Woman,” by Cotton Mather, 296-299
Secondary Articles:
“The Devil, the Body, and the Feminine Soul in Puritan New England,” by Elizabeth Reis 322-329
“Words, Witches, and Woman Trouble,” by Jane Kamensky 330-336
------ UNIT IV: Everyday Magic ------------------Week 5: Feb 4 and 6
T: In Breslaw:
Secondary Articles
“The Night Battles,” Carlo Ginzburg, 107-117
“Image Magic and the Like,” by George Lyman Kittredge, 136-131
“Divining, Healing, and Destroying,” by Richard Godbeer, 132-145
Primary Document TBA
R: *PROPOSAL DUE BEFORE THE START OF CLASS* Submit online before 11.30 AM
Flex/Study Day
-------Unit V: Accusations and the Law-----Week 6: Feb 11 and 13
T: Play: The Witch of Edmonton
R: Readings in Breslaw:
“The Discovery of Witches,” by Matthew Hopkins, 37-41
“Bewitchment of the Goodwin Children,” by Cotton Mather, 246-257
Secondary Articles:
“Classic Accusers: The Possessed,” by Joseph Klaits, 259-266
“Possession and Dispossession,” by Keith Thomas, 267-271
“Witchcraft, the Courts, and Countermagic,” by Richard Godbeer, 437-443
Week 7: Feb 18 and 20
T: Readings in Breslaw:
Primary Sources: “Conjuration and Witches,” 365-368 by Michael Dalton
“On the Identification of a Witch,” by William Perkins, 369-375
Secondary Articles
“Words, Witches, and Woman Trouble,” by Jane Kamensky, 330-336
“The Economic Basis of Witchcraft,” by Carol Karlsen 337-346
“Who Were the Witches,” by Christina Larner 347-354
R: TEST 1 DUE-SUBMIT ONLINE BEFORE 10 AM
9
We will have class this day; however, there are no additional readings assigned.
--------UNIT VI Historical Aftermaths and Anthropological Inisghts------------Week 8: Feb 25 and 27
T: In Owen Davies, America Bewitched, “Aftermath,” 1-21
In Breslaw:
Primary Sources
“The Apology of the Jury,” 420-422
Secondary Articles
“The Non-Existent Society of Witches,” by Norman Cohn, 49-59
“Altered Lives,” Elaine Breslaw, 499-506
R: In Breslaw
Secondary Articles
“The Relevance of Social Anthropology to the Historical Study of English Witchcraft,” by Keith Thomas 60-72
“Tituba’s Confession: The Multicultural Aspects of the 1692 Salem Witch-Hunt,” by Elaine Breslaw, 444-453
“Indian Shamans and English Witches,” By Alfred Cave, 196-203
“Archaeological Evidence for a Possible Witch in Barbadoes, West Indies,” by Jerome Handler 176-180
Week 9: March 4 and 6
(Note: March 3 is the last day to drop the class without a WF.)
T: In Breslaw (all secondary)
“Activity of African Witches,” by Geoffrey Parrinder, 145-152
“An Afro-American Folk Religion,” 181-188
--------------UNIT VII: Witchcraft and Magic in America after the Trials, the 18th and 19th centuries--------------March 6 R: Reading from Owen Davies, Witchcraft Magic, and Culture, 1756-1951 pp TBA
Owen Davies, America Bewitched, Chapter 2 (“Magic of a New Land”) 22-44 and Chapter 3 (“The Law,) 45-62
Week 10: March 11 and 13
T: Owen Davies, America Bewitched, Chapter 4 (“The Witches,”) and Chapter 5 “Dealing With Witches,”) 67124
R 2: Owen Davies, America Bewitched Chapter 6 “Dealing With Witch Beleivers” 132-158 and Chapter 8 “Witch
Killings Up Close”179-203
---------UNIT VIII The Romantic Witch and Fictional Magic in the 19th and 20th centuries----------------------------Week 11: March 18 and 20
T: Ronald Hutton, excerpt from The Triumph of the Moon (Oxford: Oxford University Press, 1999) 132-170
R: Ronald Hutton, “The Inklings and the Gods,” in Witches, Druids and King Arthur(London: Hambledon and London
2005) 215-238
And part 1: C.S. Lewis, The Magician’s Nephew
Week 12 : March 25 and 27
T: part 2, The Magician’s Nephew
R: LESSON PLAN DUE. Class will meet, but there are no readings assigned.
----------------------------------- UNIT IX Pagan Witchcraft and Satanic Panic in the 20th century
Week 13: April 1 and 3
T: Secondary Source Reading by Ronald Hutton, TBA
Owen Davies, America Bewitched, Chapter 9 (“Times A-Changing”)
R: Primary Source readings:
10
Excerpt from Janet and Stewart Ferrar, A Witch’s Bible
Excerpt from Scott Cunningham, The Truth About Witchcraft Today
Excerpt from Starhawk, The Spiral Dance
Note: Week of April 7 is spring break.
Week 14: April 15 and 17
T: Secondary Readings: Philip Jenkin and Daniel Maier-Katkin, “Occult Survivors: The Making of a Myth” from
Darren Oldridge, ed, The Witchcraft Reader, (London: Routledge, 2002) 419-431
Excerpt TBA from Bill Ellis, Satanism, New Religions, and the Media (Lexington: The University Press of Kentucky,
2000).
Excerpt from Mara Leveritt: Devil’s Knot: The True Story of the West Memphis Three (Atria Books, 2003)
R: Film: Witch Hunt
Week 15: April 22 and 24
T: Primary Source readings TBA
R: Final Discussion (No readings)
Final Exam is due by NOON on May 2, Friday.
11