Lesson Plan: The Pendle Witch Trials - Fear, Accusation, and Injustice

Subject: History, Critical Thinking, English Language Arts

Target Learner: Zeb, a 13-year-old homeschool student

Time Allotment: 60-90 minutes (can be extended with project work)

Materials Needed

• Computer with internet access
• Notebook or paper
• Pens or pencils
• Large sheet of paper or whiteboard/chalkboard
• Colored markers or pens
• Optional: Access to printer for worksheets
• Optional: Video recording device (like a smartphone) for project choice

Learning Objectives

By the end of this lesson, you (Zeb) will be able to:

• Identify at least three key historical factors that contributed to the Pendle witch trials of 1612.
• Explain the sequence of main events and name the key individuals involved.
• Analyze how fear, poverty, and superstition can influence people's actions.
• Create a project (e.g., a diary entry, news report, or infographic) to demonstrate your understanding from a specific point of view.

Lesson Structure

Part 1: Introduction (10 minutes)

Hook & Objectives

Educator Talk Points:

"Hey Zeb, let's start with a thought experiment. Imagine you have a big argument with a neighbor. A few days later, their prized possession—maybe their new bike—breaks. They immediately blame you, saying you put a 'curse' on it. Soon, other neighbors hear the story and start blaming you for any bad luck they have. How would that feel? What would you do if nobody would listen to your side of the story?"

(Allow for discussion and listen to Zeb's response.)

"This is almost exactly what happened 400 years ago in a place called Pendle, England, but the consequences were much, much worse. Today, we're going to dive into the story of the Pendle Witch Trials. We’ll figure out why this happened, who the main players were, and what we can learn from this scary part of history about how people behave under pressure. By the end, you'll be able to explain the whole story and create a cool project to show what you've learned."

Part 2: Body of the Lesson (30-45 minutes)

I DO: Setting the Scene (10-15 minutes)

Educator presents the core information using a storytelling approach.

Educator Talk Points:

"To understand the Pendle witch trials, we have to know what was going on in England in 1612. It was a pretty tense time. Let’s look at the three main ingredients that created this perfect storm of fear."

1. The King's Obsession: "The king at the time was James I. He was absolutely terrified of witches and even wrote a book about them called Daemonologie. He believed witches were real, they made pacts with the devil, and they had to be hunted down. When the king believes something, it gives everyone else permission to believe it, too."
2. Poverty and Rivalry: "Pendle Hill was a poor, isolated area. Two families, led by two old, poor women known as 'Old Demdike' and 'Old Chattox,' were basically rivals. They made a living by begging, and maybe even pretending to do a little folk magic or healing for money. When resources are scarce, it’s easy for suspicion and jealousy to grow between people."
3. Superstition and a Child Witness: "People didn't have science to explain why their cows got sick, why a storm ruined crops, or why someone fell ill. It was easier to blame it on a curse. The whole thing exploded because of the testimony of a nine-year-old girl named Jennet Device. At the time, a child's testimony was seen as especially pure and truthful, but we have to wonder—was she telling the truth, being coached, or just trying to get attention?"

(Briefly outline the main event: Alizon Device curses a peddler, he falls ill, she is questioned, and she starts accusing her own family and their rivals. This snowballs into a mass arrest and trial.)

WE DO: Mapping the Accusations (10-15 minutes)

A guided, interactive activity to visualize the complex relationships.

Educator Instructions:

"This whole situation got really messy, really fast, with people accusing their friends, neighbors, and even their own family members. Let's create a 'Web of Accusations' to see how it all fell apart."

1. Take out your large sheet of paper or use the whiteboard.
2. Let's write the names of the key people in circles. We'll start with the main two families: Demdike (and her family: Elizabeth, James, and Alizon Device) and Chattox (and her daughter, Anne Redferne).
3. I'll read out a summary of who accused whom. Every time someone accuses someone else, you'll draw an arrow from the accuser to the accused. We can even write the accusation along the arrow, like 'cursed a peddler' or 'bewitched a cow.'
4. (Guide Zeb through the main accusations, starting with Alizon Device's confession and accusation of Chattox, and then Jennet Device's testimony against her own family.)

Formative Assessment Check-in: As you build the web, ask questions like, "Why do you think Alizon confessed so quickly?" or "What might have been Jennet's motivation for accusing her own mother and brother?" This checks for comprehension and encourages critical thinking.

YOU DO: Historian's Choice Project (10-15 minutes planning + independent work)

Learner applies knowledge creatively.

Educator Instructions:

"Now it's your turn to be the historian and tell a piece of this story. You get to choose how you want to do it. Pick one of these three options. Your goal is to show you understand the events and the feelings of the people involved."

• Option 1: The Diary Entry. Write a diary entry from the perspective of one of the people involved. It could be Jennet Device (the child witness), one of the accused witches in prison, or even one of the judges. What did they see, think, and feel?
• Option 2: The Breaking News Report. Imagine you are a reporter in 1612. Create a short 'news report' (you can write it out like a script or film a 1-2 minute video) about the shocking events at the Lancaster Castle trials. Interview 'witnesses' and report the 'facts' as people understood them then.
• Option 3: The Infographic Poster. Design a visual poster about the Pendle Witch Trials. It should include a timeline of key events, pictures of the main figures (you can draw them), and short explanations of the key factors (King James, poverty, etc.) that we talked about.

Success Criteria: "No matter which option you choose, a successful project will:"

• Be historically accurate (include correct names and events).
• Clearly show you understand the reasons the trials happened.
• Capture the point of view or a key aspect of the story effectively.
• Be neat, clear, and show you put thought into it.

Part 3: Conclusion (5-10 minutes)

Recap & Real-World Connection

Educator leads a summary discussion.

Educator Talk Points:

"Okay, let's pull this all together. What were the big takeaways from the story of the Pendle witches?"

• Tell me what you'll teach: "We set out to understand the 'why' behind the trials."
• Teach it: "We learned about King James's book, the poverty in Pendle, and the power of a single accusation."
• Tell them what you taught: "So, what are the three main factors that led to this tragedy? (Elicit answers: Royal influence, poverty/rivalry, and superstition/fear)."

Real-World Connection:

"This happened a long time ago, but the ideas behind it are still around. Where do we see finger-pointing and mass panic today? Think about rumors spreading on social media or people being 'cancelled' online. The story of Pendle is a powerful reminder of what can happen when fear, accusation, and a lack of solid evidence combine. It teaches us to think critically, to look for facts, and to have empathy for others, even when we're scared."

Assessment

• Formative (During Lesson): Observe Zeb's participation in the "Web of Accusations" activity and his answers to check-in questions.
• Summative (End of Lesson): The "Historian's Choice Project" serves as the final assessment. Evaluate it based on the success criteria: historical accuracy, understanding of cause-and-effect, and quality of the final product.

Differentiation and Adaptability

• For Scaffolding/Support: Provide pre-printed templates for the "Web of Accusations" with names already written. Offer sentence starters for the diary entry project (e.g., "In my prison cell, the only thing I can hear is...") or a list of key facts to include in the news report.
• For Extension/Challenge: Challenge Zeb to research the Salem Witch Trials and create a Venn diagram comparing them to the Pendle trials. He could also research the legal concept of "spectral evidence" and explain how it played a role in witch trials on both sides of the Atlantic.
• For a Group/Classroom Setting: The "Web of Accusations" can be a whole-class activity on a large board. The "Historian's Choice Project" can be done in small groups, with students collaborating on a more complex news report video or a larger poster presentation.