EGP 535

Lesson Plan: Massachusetts

1.0 Lesson Plan Details: The Salem Witch Trials, Day 7, 4th Grade
Expected Duration: 45- 60 minutes
Concepts: learning different types of evidence
Vocabulary: cause, accusation, evidence, testimony
Skills: map reading, reviewing evidence, writing, critical thinking, discussion,
making inferences and drawing conclusions

1.1 Integration of Learning Outcomes/ Objectives

1. Students will be to identify different types of evidence.
2. Students will be able to look at different pieces of evidence and formulate their
opinion in writing, on what caused the Salem Witch Trials.
1.2 Standards
8.3.4.C: Explain how continuity and change in the U.S. history have influenced
personal development and identity
-Belief systems and religions
- Commerce and industry
- Technology
- Politics and government
- Physical and human geography
- Social organizations
R4.A.1.3.1.: Make inferences and/or draw conclusions based on information from
text
NCSS.1.2.F: Enable learners to apply ideas, theories, and modes of historical inquiry
to analyze historical and contemporary developments, and to inform and evaluate
actions concerning public policy issues
1.3 Anticipatory Set
1. Teacher will review New Hampshire with the class: location, state capital, and
a few facts they learned about New Hampshire.
2. Teacher will introduce Massachusetts on SmartBoard by showing students the
location, the capital, and the states that border it.
3. Teacher will introduce the Salem Witch Trials to the class by asking students
what they know about the trials.
4. Teacher will write student responses on the board.

5. Teacher will ask students what they would like to know about the Salem
Witch Trials and write student responses on the board. *Teacher will not erase
students responses.
1.4 Procedures
1. Teacher will pass out Salem Witch Trial: Summary worksheet to each
student.
2. As a class, students will read the summary out loud.
3. A class discussion will take place, based off of these two questions;
1. Why do you think the people of Salem believed the girls
accusations of witchcraft?
2. Even if the people of Salem truly believed in witchcraft, why would
there be so many accusations all at once, all of a sudden?
4. After a few minutes of discussion, the teacher will inform students that
they will be looking at pieces of evidence that might help answer the
question: What caused the Salem witch crisis of 1692 which will be brought
up towards the end of the lesson.
5. Teacher will hand out Evidence A, B, C, D, and the Graphic Organizer. The
teacher will go over each piece of evidence and explain what they are.
(Objective 1)
6. Students will only complete the top chart for Evidence A and B. This can
be done in pairs. Students will discuss with one another what each piece of
evidence is and why the people of Salem believed the girls accusations.
(Objective 1)
7. After 10 minutes, teacher and students will review the information
discussed in Evidence A and B. Students will explain to the class what
Evidence A and Evidence B are, as well as share their thoughts on why the
people of Salem believed the girls accusations.
8. Once students have been able to share the information they gathered they
can begin working on Evidence C and D. This can be done in pairs. Students
will discuss with one another what each piece of evidence is and answer
what was happening economically in Salem in 1692, according the two pieces
of evidence. (Objective 1)
9. After 10 minutes, the teacher and students will review the information
discussed in Evidence C and D. Students will explain to the class what
Evidence C and Evidence D are, as well as share their thoughts what was
happening economically in Salem in 1692.

10. The teacher will pass out the paragraph worksheet.

11. The teacher will have the students use all 4 pieces of evidence to write a
paragraph answering the question, What caused the Salem Witch Trials of
1692?
12. Teacher will inform students that they must write at least two
paragraphs using two different pieces of evidence to explain their opinion on
why the Salem Witch Trials happened. (Objective 2)
13. When students complete their paragraphs, they will hand in their paper
and each student will write on the board something that they learned in
todays lesson.

1.5 Differentiation
1. English Language Learners

Allow student to work with a native speaking partner (if other

students native to their language is in the class)
Allow student to use a transition dictionary
Allow student to use native language first, and then translate
(example: allow students to research in native language)

2. Learning Disability:

Allow student to work alone or with a partner

Allow student to have a break when feeling frustrated or
overwhelmed
Allow students to move to a quiet area in the classroom

1.6 Closure
1. Students will read aloud what they wrote on the board.
2. Teacher will inform class that they did a nice job today during the lesson
and inform the class they will be learning about Rhode Island tomorrow.
1.7 Formative/ Summative Assessment of Students
Formative Assessment: Teacher will be able to track students progress
through observation and class discussion.
Summative Assessment: Teacher will be able to track students progress
through their by reading their 2 paragraphs that include at least facts they
received from the evidence.

1.8 Materials/ Equipment

Student Materials

Evidence A, B, C, and D
Graphic Organizer
Paragraph worksheet
Summary Worksheet
Pencil

Teacher Materials

Computer
Internet/ Websites:
Book
SmartBoard

Cotton Mather, Memorable Providences relating to Witchcrafts and Possessions,

from A Discourse on Witchcraft, (Boston, 1689), pp. 4-9.
http://books.google.com/books?pg=RA2PA2&lpg=RA2PA2&dq=mather+%22discou
rse+on+witchcraft%22&sig=rwWdjDW94kUMgnTViV3JCVGZbjo&ei=dGV4SrDG
HYWotgP0y9DwBA&ct=result&id=7l9hAAAAMAAJ&ots=4kzbg3HNPb&output=t
ext
Paul Boyer and Stephen Nissenbaum. Salem Possessed: The Social Origins of
Witchcraft. Cambridge, Massachusetts: Harvard University Press,1974.
Stanford History Education Group, Reading Like A Historian, Salem Witch Trials
Lesson Plan
http://sheg.stanford.edu/upload/Salem%20Lesson%20Plan.pd

Website

http://books.google.co
m/books?pg=RA2PA
2&lpg=RA2PA2&dq
=mather+%22discours
e+on+witchcraft%22
&sig=rwWdjDW94k
UMgnTViV3JCVGZb
jo&ei=dGV4SrDGHY
WotgP0y9DwBA&ct
=result&id=7l9hAAA

M.I.- Minor
Influence
or S.I.
Significant
Influence
M.I.

If S.I. include
why credible

How easy is it
for teachers to
access?

How easy is it
for students to
access?

Easy, Google
search

Not something
students need
to access

AMAAJ&ots=4kzbg3
HNPb&output=text

http://sheg.stanford.ed
u/upload/Salem%20L
esson%20Plan.pdf

S.I.

It was on this
website that I
was able to find
the different
pieces of
evidence to use.

Easy, Google
search

Easy.

1.9 Technology
Teacher:

Computer for research of lesson

Internet
Printer (to print the summary, the evidence, graphic organizer, and paragraph
worksheet)
Smart Board (if classroom has one, the teacher can post The Summary and 4
different types of Evidence instead of printing out sheets of paper)

2.1 Reflection on Planning

The planning of this lesson was so difficult! As I researched The Salem Witch
Trials I was bombarded with so much information on the Internet, it caused my
head to spin. I didnt know what information to use and what information not to
use. There were so many different kinds of documents: diaries, testimonies, maps,
speeches, etc. that I just didnt know what was worth reading and what wasnt. I
watched a movie and a documentary to get some ideas and got nothing.
I, eventually, decided to look up lesson plans that other teachers had used
and stumbled upon this one! I really liked it because it was basic enough for a 4th
grader to comprehend and learn from, but still utilizing and strengthen different 4th
grade skills; mapping, graphic organizers, writing, critical thinking, using evidence
to formulate thoughts and opinions, and more. I feel that this lesson plan not only
teaches students the information that I want to teach, but also emphasize on skills
already taught.

Content Notes: Massachusetts

I. Massachusetts
A. Capital- Boston
B. State Borders
1. North- Vermont and New Hampshire
2. South- Rhode Island and Connecticut
3. East- Atlantic Ocean
4. West- New York
C. Historical Aspects
1. Plymouth- the colony founded in 1620 by the Pilgrims on the
Mayflower
2. Salem- the town that endured mass hysteria during the Salem Witch
Trials
3. The center of the movement for independence from Great Britain
II. Salem Witch Trials
A. Witchcraft
1. The practice or belief in magical skills and abilities performed by
witches.
2. The Puritans forbid the use of witchcraft in Salem
3. People in Salem were accused of using witchcraft
B. Trials
1. A formal meeting in a court in which evidence about crimes and
disagreements are present to a judge and jury so that a decision can
be made according to the law.
2. Accusation- a charge or claim that someone has done something
illegal or wrong
3. Accused- to be charged with an offense
4. Guilty- to be found responsible for committing a crime
III. Evidence
A. Discourse
1. The use of words to exchange thoughts and ideas
B. Testimony
1. Something that someone says, especially in a court of law while
formally promising to tell the truth

C. Graph
1. A diagram (as a series of one or more points, lines, line segments,
curves, or areas) that represents the variation of a variable in
comparison with that of one or more other variables
D. Map
1. A symbolic depiction highlighting relationships between elements
of some space, such as objects, regions, and themes.