BOOK
Edexcel A Level History, Paper 3: The witch craze in Britain, Europe and North America c1580-c1750 Student Book + ActiveBook
(2016)
Additional Information
Book Details
Abstract
This book:
- covers the essential content in the new specifications in a rigorous and engaging way, using detailed narrative, sources, timelines, key words, helpful activities and extension material
- helps develop conceptual understanding of areas such as evidence, interpretations, causation and change, through targeted activities
- provides assessment support for A level with sample answers, sources, practice questions and guidance to help you tackle the new-style exam questions.
It also comes with three years' access to ActiveBook, an online, digital version of your textbook to help you personalise your learning as you go through the course - perfect for revision.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | 3 | ||
| How to use this book | 4 | ||
| Introduction: A Level History | 6 | ||
| Introduction: The witch craze in Britain, Europe and North America, c1580-c1750 | 8 | ||
| Aspects in breadth: Challenges to the witch craze, c1580-c1750 | 10 | ||
| 3.1: Changing attitudes to witchcraft in Britain | 10 | ||
| Introduction | 10 | ||
| Why did sceptical attitudes towards Witchcraft grow and develop in the years c1580-c1750? | 14 | ||
| The Boy of Burton, 1596-97 | 14 | ||
| The Pendle Swindle, 1634 | 16 | ||
| The Demon Drummer of Tedworth, 1662 | 18 | ||
| The case of Jane Wenham, 1712 | 20 | ||
| The influence of Lord Chief Justice Sir John Holt, 1689-1710 | 22 | ||
| What was the impact of notable sceptical publications on attitudes to Witchcraft? | 25 | ||
| Reginald Scot's The Discoverie of Witchcraft , 1584 | 25 | ||
| Samuel Harsnett's A Discovery of the Fraudulent Practises of John Darrel , 1599 | 29 | ||
| Thomas Ady's A Candle in the Dark , 1656 | 30 | ||
| John Webster's The Displaying of Supposed Witchcraft , 1677 | 33 | ||
| Publication of Balthasar Bekker’s The Enchanted World, 1691 | 34 | ||
| Conclusion: the end of the witch craze? | 36 | ||
| 3.2: The wider intellectual context: the coming of the age of science and reason | 38 | ||
| Introduction | 38 | ||
| To what extent did understanding of the universe change in the years c1580-c1750? | 40 | ||
| The coexistence of new and older ideas | 40 | ||
| The impact of Johannes Kepler | 42 | ||
| Galileo Galilei | 45 | ||
| Isaac Newton | 48 | ||
| How did approaches to human understanding and knowledge change in the years c1580-c1750? | 51 | ||
| Francis Bacon and the empirical scientific approach | 51 | ||
| The foundation of Gresham College and the Royal Society | 54 | ||
| Thomas Hobbes’ deductive reasoning and materialism | 58 | ||
| John Locke and his Essay Concerning Human Understanding (1690) | 60 | ||
| Conclusion: Did belief in magic and witchcraft decline with the advancement of science and reason? | 62 | ||
| Aspects in depth: Persecuting witches | 64 | ||
| 3.3: The North Berwick witches in Scotland, 1590-91 and the aftermath to 1597 | 64 | ||
| Introduction | 64 | ||
| Why did the persecutions begin? | 66 | ||
| Witch-hunting in the late 16th century | 66 | ||
| Gilly Duncan's confession | 66 | ||
| The impact of James VI’s voyage from Denmark | 67 | ||
| The extent to which Danish witch-hunting influenced events in Scotland | 69 | ||
| What was the impact of confessions, trials and executions in the years 1590-91? | 70 | ||
| The case of Agnes Sampson and John Fian | 70 | ||
| The role of the king and torture | 74 | ||
| The involvement of the Earl of Bothwell | 76 | ||
| The impact of the confessions, trials and executions | 78 | ||
| Why were persecutions widespread in the years to 1597? | 79 | ||
| Judicial procedures | 79 | ||
| Lack of strong central control | 80 | ||
| The role of King James and Daemonologie | 82 | ||
| Conclusion: Why was witch-hunting so widespread between 1590 and 1597? | 85 | ||
| 3.4: The Lancashire witches of 1604-13 | 86 | ||
| Introduction | 86 | ||
| What was the significance of the social, economic and religious context of the pendle witch trials? | 88 | ||
| The economic and social context | 88 | ||
| The religious context | 90 | ||
| The significance of the new witchcraft statute of 1604 | 91 | ||
| Why, and with what effect, were Lancashir families accused of witchcraft? | 92 | ||
| Alizon Device and John Law | 92 | ||
| Old Demdike and Old Chattox and their witchcraft families | 93 | ||
| The investigations of Roger Nowell | 95 | ||
| The meeting at Malkin Tower | 99 | ||
| In what ways were the outcomes of the trial significant? | 101 | ||
| Judges Bromley and Altham | 101 | ||
| The conduct and outcomes of the trial | 103 | ||
| The impact of Thomas Potts’ account | 105 | ||
| 3.5: The Great Witch-Hunt in Bamberg, Germany, 1623-32 | 108 | ||
| Introduction | 108 | ||
| What was the significance of the economic, political and religious context of the witch-hunt? | 110 | ||
| Reclaiming territory for the Catholic Church | 110 | ||
| The impact of the Thirty Years’ War on Bamberg | 112 | ||
| Economic crises | 114 | ||
| Why, and with what effect, were specific individuals and groups targeted in the great witch-hunt? | 115 | ||
| Numbers and social groups affected by the witch-hunts | 115 | ||
| The use of torture and property confiscations | 118 | ||
| The roles of Prince-Bishop von Dornheim and Frederick Förner | 122 | ||
| Why did the witch craze come to an end? | 124 | ||
| The influence of Emperor Ferdinand II and the Imperial Chamber Court | 124 | ||
| The arrival of the Swedish army | 127 | ||
| Conclusion: Why were the Bamberg witch trials so extensive? | 128 | ||
| 3.6: Matthew Hopkins and the East Anglian witch craze, 1645-47 | 130 | ||
| Introduction | 130 | ||
| How far were economic and political issues responsible for the East Anglian Witch craze? | 132 | ||
| The impact of the breakdown of traditional authority and legal structures | 132 | ||
| Economic crises | 134 | ||
| How far were Matthew Hopkins and John Stearne responsible for the extent of the witch craze? | 136 | ||
| Geography, numbers, class and gender of victims | 136 | ||
| The roles and methods of Hopkins and Stearne | 141 | ||
| The reasons for Hopkins’ and Stearne’s influence and power | 142 | ||
| Why did the witch craze come to an end in 1647? | 144 | ||
| The growing cost | 144 | ||
| The re-establishment of traditional authority | 145 | ||
| The role of John Gaule | 147 | ||
| Conclusion: Why was the craze so widespread? | 149 | ||
| 3.7: Cotton Mather and the Salem witch-hunt, 1692-93 | 152 | ||
| Introduction | 152 | ||
| How far were social, economic and political issues responsible for the Salem Witch-Hunt? | 154 | ||
| Weakened authority following the 1688 Revolution | 154 | ||
| Indian threats and economic crisis | 156 | ||
| Social tensions | 158 | ||
| To what extent did accusations lead to a widespread Witch-Hunt? | 159 | ||
| The influence of Cotton Mather | 159 | ||
| Who instigated the hunt? | 162 | ||
| The nature of the victims | 166 | ||
| The trials and executions | 167 | ||
| Why did the Witch-Hunt come to an end? | 168 | ||
| The roles of Cotton Mather’s father and Governor Phips | 168 | ||
| The general pardon | 171 | ||
| Conclusion: Why did the craze become so widespread? | 172 | ||
| Preparing for your A Level Paper 3 exam | 175 | ||
| Index | 188 | ||
| Acknowledgements | 190 |