History · Year 10

Active learning ideas

The Witchcraft Craze: Matthew Hopkins

Active learning helps students confront the emotional weight of the witchcraft craze by moving beyond facts into analysis. Analyzing Hopkins’ methods and the evidence he used makes the hysteria tangible, not abstract.

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

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 40 min · Small Groups

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.

Explain why the English Civil War triggered an increase in witch hunts.

Facilitation Tip

In Station Rotation: Evaluating 'Evidence,' set up clear time limits at each station so students focus on comparing primary sources rather than lingering.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Inquiry Circle
• 30 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'.

Analyze what role gender played in the persecution of 'witches'.

Facilitation Tip

For Collaborative Investigation: The Hopkins File, assign small groups distinct roles to ensure accountability and thorough research.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 15 min · Pairs

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.

Evaluate how the 'Witchfinder General' exploited local fears for profit.

Facilitation Tip

During Think-Pair-Share: Why Women?, circulate to listen for misconceptions and redirect groups that oversimplify gender roles in the trials.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start by acknowledging that students may initially dismiss past beliefs as irrational. Frame witchcraft accusations as a response to fear and uncertainty, not stupidity. Use Hopkins’ career to show how legal systems can be manipulated during crises. Emphasize historical empathy by having students consider how people justified their actions within their own worldview.

Students will demonstrate understanding by connecting political instability to legal actions, evaluating the legitimacy of evidence, and explaining why accusations targeted women. Discussions should show empathy without endorsing the actions.

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Watch Out for These Misconceptions

• During Station Rotation: Evaluating 'Evidence,' students may assume witchcraft trials were always led by the Church.

  Use the primary source stations to highlight that English trials were secular. Have students identify whether each source mentions church officials or civil authorities and discuss the implications.

• During Think-Pair-Share: Why Women?, students might reduce witchcraft accusations to simple misogyny without context.

  Direct students to the Hopkins File materials that include demographic data or witness testimony. Ask them to find specific examples of how gender interacted with accusations, such as marital status or occupation.

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Methods used in this brief

• Stations Rotation
• Inquiry Circle
• Think-Pair-Share