History · Year 10 · Early Modern Challenges: 1500–1700 · Spring Term

The Witchcraft Craze: Matthew Hopkins

Investigating the peak of witch trials and the role of Matthew Hopkins.

• National Curriculum Attainment Targets
• GCSE: History - Crime and Punishment Through Time
• GCSE: History - Early Modern England

About This Topic

The witchcraft craze of the 17th century, particularly during the English Civil War, represents a peak of social anxiety and legal hysteria. This topic focuses on why accusations skyrocketed during times of political instability and the role of 'entrepreneurs' like Matthew Hopkins, the self-styled Witchfinder General. It examines the gendered nature of the trials and the 'evidence' used, such as the swimming test and the search for 'devil's marks'.

Students will analyse how fear, religion, and local grudges combined to create a deadly environment for vulnerable women. This topic is an excellent case study in how the legal system can be manipulated during a crisis. Using a 'mock trial' or 'evidence evaluation' station rotation helps students see the lack of logic in the accusations while understanding the internal 'logic' of the time.

Key Questions

1. Explain why the English Civil War triggered an increase in witch hunts.
2. Analyze what role gender played in the persecution of 'witches'.
3. Evaluate how the 'Witchfinder General' exploited local fears for profit.

Learning Objectives

• Analyze the social and political conditions in England that contributed to the rise of the witchcraft craze.
• Evaluate the methods and motivations of Matthew Hopkins, assessing his impact on the legal proceedings of the time.
• Explain the role of gender and societal anxieties in the disproportionate persecution of women as 'witches'.
• Critique the 'evidence' used in witchcraft trials, such as the swimming test and the identification of 'devil's marks'.

Before You Start

The Tudors: Society and Religion

Why: Understanding the religious climate and social structures of the Tudor period provides context for the beliefs surrounding magic and the devil.

The English Civil War: Causes and Key Events

Why: Knowledge of the political instability and societal upheaval during the Civil War is essential for explaining the surge in witch hunts.

Key Vocabulary

Witchcraft Craze	A period of intense persecution and widespread belief in witchcraft, leading to numerous accusations and trials.
Witchfinder General	A title adopted by Matthew Hopkins, who traveled England claiming to find and prosecute witches, often for payment.
Devil's Mark	A supposed physical blemish on a person's body, believed to be a sign of a pact with the devil, used as evidence in trials.
Swimming Test	An ordeal where an accused person was tied up and thrown into water; if they floated, they were deemed guilty, if they sank, innocent.

Watch Out for These Misconceptions

Common Misconception

Witchcraft trials were always led by the Church.

What to Teach Instead

In England, witchcraft was a secular (civil) crime tried in normal courts, not Church courts. Active investigation of court records helps students distinguish between English and European trials.

Common Misconception

People in the past were just 'stupid' for believing in witches.

What to Teach Instead

Belief in the supernatural was a logical part of their world-view, especially during the chaos of the Civil War. Structured discussion helps students understand 'historical empathy' without agreeing with the actions.

Active Learning Ideas

Stations Rotation: Evaluating 'Evidence'

Stations feature different types of 'proof': the swimming test, the 'watching' method, and the search for marks. Students must explain why each was considered 'scientific' at the time and why it was actually flawed.

40 min·Small Groups

Inquiry Circle: The Hopkins File

Groups examine the 'career' of Matthew Hopkins. They calculate how much money he made from different towns and discuss whether he was a 'true believer' or a 'con artist'.

30 min·Small Groups

Think-Pair-Share: Why Women?

Students discuss why over 90% of those accused were women, often elderly or widowed. They share their thoughts on the role of social status and gender in the 17th century.

15 min·Pairs

Real-World Connections

• Historians studying the period use archival court records from towns like Bury St Edmunds and Chelmsford to reconstruct the events and understand the legal processes of the time.
• Modern legal scholars analyze historical witch trials as case studies in mass hysteria and the potential for judicial systems to be influenced by public fear and prejudice.

Assessment Ideas

Quick Check

Present students with three short primary source quotes related to witchcraft accusations. Ask them to identify which quote best reflects the motivations of Matthew Hopkins and explain their reasoning in one sentence.

Discussion Prompt

Facilitate a class discussion using the prompt: 'How did the English Civil War create an environment where figures like Matthew Hopkins could thrive?' Encourage students to reference specific aspects of the conflict and societal instability.

Exit Ticket

Students write down one way gender influenced who was accused of witchcraft and one piece of 'evidence' used against accused witches, explaining why it was flawed.

Frequently Asked Questions

Who was Matthew Hopkins?

Matthew Hopkins was a lawyer's son who called himself the 'Witchfinder General'. Between 1645 and 1647, he and his assistant John Stearne were responsible for the executions of around 300 women in East Anglia, charging towns for their 'services'.

Why did the Civil War increase witch hunts?

The Civil War caused a breakdown in the normal legal system. Judges couldn't travel, and people felt the world was 'turned upside down'. This heightened fear and led people to look for 'scapegoats' to explain their suffering.

What was the 'swimming test'?

The accused was tied and thrown into water. If they floated, they were guilty (the water rejected them). If they sank, they were innocent (but often drowned). It was a 'no-win' situation that reflected the desperation of the trials.

How does active learning help students understand the witchcraft craze?

By evaluating 'evidence' at different stations, students see how flimsy the accusations were. It allows them to unpick the psychology of fear. When they 'act' as a town council deciding whether to hire Hopkins, they weigh the cost against the fear, making the historical situation much more relatable and less like a fairy tale.