Connections 332
Witchcraft in Colonial New England
TTh 11:00 to 12:20, Wyatt 308
Fall 2009
William Breitenbach
Office phone: 879-3167
E-mail: wbreitenbach@ups.edu
Web: http://www.ups.edu/x6705.xml
Office: Wyatt 141
Office hours:
MWF 2 to 3, TTh 1 to 2
and by appointment
Catalogue description
This course will study witchcraft in colonial New England from a variety of disciplinary and
methodological perspectives, drawing upon several of the best recent scholarly attempts to
explain witchcraft and witch hunts. Students will examine religious, political, sociological,
anthropological, psychological, medical, legal, feminist, and cinematic interpretations of
witchcraft. In addition to evaluating these disciplinary approaches, students will analyze primary
sources from selected witchcraft cases and use various methodologies to develop their own
interpretations of those cases. This course satisfies the Connections core requirement.
Syllabus introduction
Some thirty-five years ago, when I was in graduate school, I served as a teaching assistant in the
colonial American history course taught by the historian Edmund S. Morgan. In that course,
Morgan distributed a 15-page bibliography on topics in early American history. For the section
on New England witchcraft, Morgan wrote, “This is probably the least instructive topic through
which to approach Puritanism.” A decade later, when his own student, Carol F. Karlsen,
published her path-breaking book on women and witchcraft, Morgan ruefully admitted that he
had been wrong. During the past thirty-five years, books and articles about witchcraft have
revealed a great deal about New England and Puritanism. Indeed, virtually every major
historiographical trend in early American studies has been displayed in recent work on witchcraft.
In many cases, the scholarship on witchcraft has driven these historiographical developments.
There have been community studies, gender studies, anthropological studies, and psychological
studies of witchcraft. There have been studies of witchcraft in relation to Puritan theology,
popular culture, and folk traditions. There have been legal histories, medical histories, and
semiotic analyses of witchcraft. There have been studies of New England witchcraft focusing on
race and ethnicity. Nor is this scholarly outburst showing any signs of abating. The last fifteen
years have seen the publication of at least a dozen major works on witchcraft, not to mention an
unending stream of non-scholarly books aimed at a popular audience. In this course, you will
have the opportunity to sample some of the best, most interesting, and most influential studies
published during the past thirty-five years. Along the way, you will yourself join the scholarly
conversation by writing your own multi-disciplinary interpretations of witchcraft cases.
Learning objectives

To gain a general knowledge of 17th-century New England history and the significance of
witchcraft and witch hunts in that history.

To develop a more sophisticated historical sense by investigating in a scholarly way a topic
that is often treated today in an unhistorical and caricatured manner.
Connections 332
Fall 2009

To develop an “understanding of the interrelationship of fields of knowledge by exploring
connections and contrasts between various disciplines with respect to disciplinary
methodology and [the] subject matter” of witchcraft (Connections core learning objectives).

To trace the unfolding scholarly debate (the historiography) on a well-defined subject and to
begin to appreciate how the shifts in such a debate often involve the adoption of new
methodologies by scholars.

To gain practical experience in evaluating and employing diverse disciplinary methodologies
as ways to investigate and interpret a set of primary sources taken from a witchcraft case.

To improve skills in reading, analyzing, discussing, and writing about challenging primary
and secondary sources.
Books (available for purchase at the Bookstore and on reserve at Collins Library)
Elaine G. Breslaw, ed., Witches of the Atlantic World: A Historical Reader and
Primary Sourcebook (NYU Press, 2000). This anthology contains both original source
documents from witchcraft cases and excerpts of significant modern secondary
interpretations drawn from a variety of academic disciplines.
Chadwick Hansen, Witchcraft at Salem (George Braziller, 1969). One of the first
books to challenge the popular tradition that the Salem witchcraft crisis was a case of mass
hysteria whipped up by fanatical Puritan ministers and attention-seeking, shamming girls, this
book also argues more controversially that there actually were practicing witches in
seventeenth-century New England.
Paul Boyer and Stephen Nissenbaum, Salem Possessed: The Social Origins of
Witchcraft (Harvard, 1974). This community study is one of the most influential books
published in the last 35 years on the Salem Village crisis. Its use of sociological
methodology (and some use of psychology) placed the witch-hunt in the context of the social
history of the small community of Salem Village. In so doing, it broke decisively with earlier
sensationalistic popular treatments of Salem witchcraft.
John Putnam Demos, Entertaining Satan: Witchcraft and the Culture of Early New
England, updated ed. (Oxford Univ. Press, 2004; orig. pub. 1982). In this study of nonSalem witchcraft cases, Demos deliberately and explicitly tries out four social science
methodologies in order to explain accused witches, those who accused them, and the
communities in which both lived. Each of the book’s four units contains two chapter-length
case studies of specific witchcraft episodes and a concluding theoretical chapter about the
social science methodology employed in that unit.
Carol F. Karlsen, The Devil in the Shape of a Woman: Witchcraft in Colonial New
England, rev. ed. (Norton, 1998; orig. pub. 1987). This book takes a feminist approach and
employs an interdisciplinary gender-studies methodology to reveal how witch-hunts were
related to the structuring of gender relations in New England. In an “Afterword,” Karlsen
discusses her methodological assumptions and goals.
Richard Weisman, Witchcraft, Magic, and Religion in 17th-Century Massachusetts
(Univ. of Mass. Press, 1984). Written by a sociologist who studies criminal justice, this book
examines the tensions between a folk view of witchcraft as the practice malefic magic and an
elite view of witchcraft as the religious offense of covenanting with Satan. Weisman shows
how these two views led to problems about admissible evidence in trials of accused witches,
and he helps us understand why the judges at Salem accepted both spectral evidence from
victims and testimony from confessing witches.
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Blackboard Website
Readings assignments in the syllabus listed as Blackboard are online at the Blackboard website
for Connections 332, Witchcraft in Colonial New England (course ID: Conn332aF09). To
register, go to http://blackboard.ups.edu/. Also available on Blackboard are the syllabus, the
paper assignment sheets, and other useful materials. If you have not previously used Blackboard,
you can find instructions for creating an account at http://projects.ups.edu/blackboard. The
password allowing access to the course site will be provided in class: ________________
Other Websites
Salem Witch Trials: Documentary Archive and Transcription Project. Benjamin C. Ray, project
director. http://etext.virginia.edu/salem/witchcraft/ This website contains a wealth of documents
about the Salem witchcraft crisis of 1692, including trial transcripts, contemporary pamphlets,
government records, maps, and links to archival materials [Bb].
Famous American Trials: Salem Witchcraft 1692. Douglas Linder, Professor of Law, University
of Missouri, Kansas City. http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm
This link will take you to the website for the Salem Witchcraft Trials of 1692, where you’ll find
primary source documents, secondary sources, a bibliography, and simulations and games [Bb].
Videos that we’ll watch in class
Salem Witch Trials (The History Channel, 1998; 50 mins.)
Days of Judgment: Salem Witch Trials of 1692 (Peabody Essex Museum, 1993; 60 mins.)
The Crucible (dir. Nicholas Hytner, 1996; 124 mins.), a film version of Arthur Miller’s famous
play, starring Daniel Day-Lewis and Winona Ryder
PROCEDURES, REQUIREMENTS, EXPECTATIONS
Class participation
This will be a discussion class. Discussions work well if everyone comes to class on time with the
reading assignment completed, with some ideas to talk about, and with the books in hand to refer to
when talking about those ideas. Your regular attendance and consistent, thoughtful, informed
participation will be important in determining both the success of the course and the grade you
receive in it. After every class, I’ll evaluate your contribution to other students’ learning. Students
whose contribution was outstanding will get a 4, those who contributed significantly will get a 3,
and those who attended but contributed little will get a 2. Absences : Students who miss class will
get a participation score of 0 for the first two absences, a minus 2 for the next two absences, and a
minus 3 for the next two. Unless there are compelling reasons not to, students with more than six
absences will be dropped from the course with a WF. This policy may change if there is a swine flu
outbreak. Do not come to class if you are sick! Participation counts for 20% of the course grade.
Written work

Approximately five 10-minute exams/quizzes on the assigned readings. These will be spread
throughout the semester. Together they will count for 10% of the course grade.

A 7-page paper on the demonic possession of Elizabeth Knapp and/or the bewitchment of the
Goodwin children. It will be due at my office (Wyatt 141) by 4:00 pm on Friday, October 16.
It will count for 25% of the course grade.
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
A 10-page paper on some aspect of the Salem witchcraft crisis. This paper should employ in
an integrated way at least two disciplinary methodologies to analyze and interpret primary
source documents. The paper will be due at the beginning of the final exam period at 12:00
noon on Tuesday, December 15, in Wyatt 308. It will count for 30% of the course grade.

A final exam at 12:00 noon on Tuesday, December 15, in Wyatt 308. It will count for 15%
of the course grade.
Writing help
The Center for Writing and Learning is located in Howarth 109. Its mission is to help all
writers, of whatever ability, become better writers. To make an appointment with a writing
advisor, call 879-3404, email writing@ups.edu, or drop by Howarth 109.
Harvard University’s Writing Center has a website with advice on writing academic essays:
http://www.fas.harvard.edu/~wricntr/. Click on “Writing Resources.” You’ll find eighteen
online handouts and links to several online writing and reference guides.
Late work and missing work
Late papers should be slipped under my office door at Wyatt 141. If Wyatt is locked, you
may send me the paper by email in order to stop the penalty clock, but you must then give me an
unaltered hard copy of the paper on the next day that Wyatt is open.
Late papers will be marked down one-third of a grade (3⅓ points on a 100-point scale) for
each day late (including Saturday and Sunday), with days measured on a 24-hour clock beginning
at the original deadline. For example, a late paper scored 82 (B-) would receive a 78⅔ (C+) if
submitted during the first 24 hours after the deadline.
No paper will be accepted after 5:00 p.m. on the Friday of final exam week. Students who do
not complete all papers and the final exam will receive an F for the course.
Grading
Grades are calculated on a 100-point scale. Grade ranges are A (93-100), A- (90-92),
B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69),
D (63-66), D- (60-62), and F (below 60). I will round up to a higher letter grade when the
numerical score is within 0.2 points of the cutoff (e.g., an 89.8 will be given an A-).
Other policies
Normally I do not grant paper extensions or “Incomplete” grades, except for weighty
reasons like a family emergency or a serious illness. To request an exception for these or other
reasons, notify me before the deadline if possible. As appropriate, please provide supporting
documentation from a medical professional; the Counseling, Health, and Wellness Services; the
Academic Advising Office; or the Dean of Students Office.
Rules about withdrawal grades can be found at http://www.ups.edu/x4727.xml#withdrawal.
Monday, October 12, is the last day to drop with an automatic W; after that it is much harder to
avoid a WF. Students who are dropped for excessive absences or who abandon the course
without completing official withdrawal procedures will receive a WF.
Students who cheat or plagiarize, help others cheat or plagiarize, mark or steal library
materials, or otherwise violate the University’s standards of academic honesty will receive an
F for the course and will be reported to the Registrar. If you do not know what counts as
academic dishonesty at the University of Puget Sound, read the section in the Academic
Handbook at http://www.ups.edu/x4718.xml. Ignorance of the concept or consequences of
plagiarism will not be accepted as an excuse.
In matters not covered by this syllabus, I follow the policies set down in the current Academic
Handbook, which is available online at http://www.ups.edu/x4716.xml.
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CLASS SCHEDULE
Reading assignments are to be completed before the class meeting for which they are listed.
Bring this syllabus and your copies of the day’s assigned readings to class.
1. Tues., Sept. 1: Introduction
Course syllabus
Video in class: “Salem Witch Trials” (The History Channel, 1998; 40 mins.)
2. Thur., Sept. 3: A World of Wonders: Religion and the Occult (45 pages)
Breslaw: Reginald Scot, 28-31b, 35b-36; Matthew Hopkins, 37-41; Cotton Mather, 42-46;
Jon Butler, 516-24; David Hall, 89-95; and Richard Godbeer, 132-42
3. Tues., Sept. 8: Historians’ Interpretations of Witchcraft (88 pages)
Breslaw: Norman Cohn, 49-52m; Keith Thomas, 60-71; Charles Upham, 430-36 (give
special attention to 435-36)
Blackboard: Charles Upham, “The Afflicted Girls Were Lying”; David D. Hall,
“Witchcraft and the Limits of Interpretation,” read only pp. 253-62
Hansen: ix-xv; 1-43 (Preface and chaps. 1-3)
4. Thur., Sept. 10: The Witch Hunt at Salem (88 pages)
Hansen: 44-131 (chaps. 4-8)
5. Tues., Sept. 15: The End of the Salem Witch Hunt (96 pages)
Hansen: 132-227 (chaps. 9-14)
6. Thur., Sept. 17: Salem Village: A Factionalized Community (88 pages)
Boyer & Nissenbaum: ix-xii, 1-79 (Preface, Prologue, and chaps. 1-3)
Blackboard: David D. Hall, “Witchcraft and the Limits of Interpretation,” 263-66m
7. Tues., Sept. 22: Insiders and Outsiders in a Divided Community (72 pages)
Boyer & Nissenbaum: 80-152 (chaps. 4-6)
8. Thur., Sept. 24: The Internal Conflict: Rev. Parris and Salem Village (74 pages)
Boyer & Nissenbaum: 153-221 (chaps. 7-8 and Epilogue)
Blackboard: Paul Boyer and Stephen Nissenbaum, “Salem Possessed in Retrospect,” read
only paragraphs 44-52 (original pp. 530-34)
9. Tues., Sept. 29: The Social Identity of Witches (95 pages)
Demos: vii-xiv, 3-94 (Prefaces, Introduction, and chaps. 1-3)
Blackboard: David D. Hall, “Witchcraft and the Limits of Interpretation,” 266m-68m
10. Thur., Oct. 1: Witches and Their Communities (75 pages)
Demos: 211-50t, 275-312 (chaps. 7 and 9, beginning of chap. 8)
11. Tues., Oct. 6: Psychology and Witchcraft (75 pages)
Breslaw: John Demos, 480-87
Demos: 132-52 (chap. 5), and 153-84, 198t-m, 202-10 (from chap. 6)
Blackboard: David D. Hall, “Witchcraft and the Limits of Interpretation,” 268m-74t
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12. Thur., Oct. 8: Community History and Witchcraft over Time (90 pages)
Demos: 340-400 (chaps. 11 and 12)
Karlsen: 14-45 (part of chap. 1), read this quickly
13. Tues., Oct. 13: Which Women Were Witches (85 pages)
Karlsen: xi-xv, 1-14, 46-116 (Preface, part of chap. 1, chaps 2 and 3)
Blackboard: David D. Hall, “Witchcraft and the Limits of Interpretation,” 274-75
14. Thur., Oct. 15: Video in class: “Days of Judgment” (Peabody Essex Museum, 1993, 60 mins.)
First paper is due on Friday, Oct. 16, by 4:00 pm at my office, Wyatt 141.
— Tues., Oct. 20: FALL BREAK. No class.
15. Thur., Oct. 22: Discussion of Papers and the Readings Used for Them (no new reading)
Demos: 97-131 (chap. 4; assigned earlier as reading for the first paper)
Breslaw: Samuel Willard, 235-45; Cotton Mather, 246-55; Joseph Klaits, 259-66; Keith
Thomas, 267-71 (assigned earlier as reading for the first paper)
16. Tues., Oct. 27: Women, Witchcraft, and Puritan Theology (90 pages)
Karlsen: 117-81 (chaps. 4 and 5)
Breslaw: Kramer and Sprenger, read only pp. 291-92; Cotton Mather, 296-99; Samuel
Willard, 300-02; Elizabeth Reis, 322-29; Jane Kamensky, 330-36
17. Thur., Oct. 29: Witchcraft and New England’s Gender System (83 pages)
Karlsen: 182-265 (chaps. 6, 7, and Afterword)
18. Tues., Nov. 3: Witchcraft and the Law (80 pages)
Weisman: xi-xiv, 1-72 (Preface and chaps. 1-5)
Blackboard: David D. Hall, “Witchcraft and the Limits of Interpretation,” 276-81
19. Thur., Nov. 5: Prosecuting the Crime of Witchcraft (70 pages)
Weisman: 75-131 (chaps. 6-8)
Breslaw: Michael Dalton, 365-68; William Perkins, 369-74;
OPTIONAL: Richard Godbeer, 437-43
Blackboard: Samuel Parris, “Christ Knows How Many Devils There Are”
20. Tues., Nov. 10: The Salem Judges and Admissible Evidence (62 pages)
Weisman: 132-89 (chaps. 9-11)
Breslaw: Advice of the Clergy, 407-08
Blackboard: William Barker, “Confession”; Mary Easty, “Petition”
21. Thur., Nov. 12: Witchcraft as Disease: The Ergotism Hypothesis (22 pages)
Blackboard: Linnda R. Caporael, “Ergotism: The Satan Loosed in Salem?”;
Nicholas P. Spanos and Jack Gottlieb, “Ergotism and the Salem Village Witch Trials”;
Deodat Lawson, “A Brief and True Narrative” (this is an addendum to the Lawson excerpt
in Breslaw; read Breslaw first)
Breslaw: Mary K. Matossian, 467-71; Deodat Lawson, 389-94
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22. Tues., Nov. 17: Fraud, Delinquency, Sexual Abuse, Ethnicity (55 pages)
Blackboard: Bernard Rosenthal, “The Girls of Salem”; Peter Charles Hoffer, “Betty’s
People”; David D. Hall, “Middle Ground on the Witch-Hunt Debate”
Breslaw: Elaine G. Breslaw, 444, 448-53; Examination of Tituba, 377-80; Examination of
Rebecca Nurse, 381-84; Examination of Bridget Bishop, 385-88; Elizabeth Hubbard,
399; Abigail Williams, 400-01; Ann Putnam Jr., 402; Deliverance Hobbs, 403-04; John
Hale, 405-06
23. Thur., Nov. 19: Witchcraft and Indian Wars in Maine (50 pages)
Blackboard: Mary Beth Norton, “In the Devil’s Snare” (Introduction and Conclusion);
Cotton Mather, “A Brand Pluck’d Out of the Burning” (through §14)
Breslaw: Richard Slotkin, 277-81; Alfred Cave, 196-203
24. Tues., Nov. 24: Video in class: The Crucible (dir. Nicholas Hytner, 1996; the first 80 mins.)
— Thur., Nov. 26: THANKSGIVING VACATION. No class.
25. Tues., Dec. 1: Video in class: The Crucible (We’ll watch the remaining 44 mins.)
Blackboard: Edmund S. Morgan, “Bewitched”
26. Thur., Dec. 3: The Aftermath of the Salem Witch Hunt (35 pages)
Breslaw: Act against Conjuration, 495-96; Thomas Brattle, 411-19; Apology of the Jury,
420-21; John Hale, 422-26; Larry Gragg, 454-63; Elaine G. Breslaw, 499-506
27. Tues., Dec. 8: What Salem Means Today (17 pages)
Breslaw: Afterword, 525-26
Blackboard: Bernard Rosenthal, “Salem Story”; re-read Edmund S. Morgan, “Bewitched”
The final exam is in Wyatt 308 (our regular classroom) at 12:00 noon on Tuesday,
December 15. Your second paper is due at the beginning of the exam period.
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