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RH.11-12.9Common CoreELALiteracy in History/Social StudiesGrades 11-12

RH.11-12.9: Integrating Diverse Sources into One Account and Noting Discrepancies

In plain English: RH.11-12.9 is the Common Core literacy standard for history that asks students in grades 11-12 to integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event, noting discrepancies among sources. The key idea is that an honest account states what sources confirm and attributes or flags the rest. It is usually taught in U.S. History.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literacy in History/Social Studies 6-12 · Cluster: Integration of Knowledge and Ideas · Official standard

01

Lesson Plan

60-75 min

Overview

Students integrate information from diverse primary and secondary sources into a coherent understanding of one event, the hanging of George Burroughs and four others at Salem on August 19, 1692, and they note the discrepancies among the sources. Integration means building one account in which every sentence rests on the evidence: claims confirmed by independent sources are stated, claims from a single source are attributed, and disputed claims are flagged. A discrepancy can be a conflict of fact, a gap where one source is silent, a difference of judgment or a quotation that a later writer changed.

The primary sources come from men on both sides: Cotton Mather's account of the trial, written for the colony's government; Robert Calef's attack on the trials; the diary of Samuel Sewall, one of the judges, with his public apology of 1697; and a letter by the Boston critic Thomas Brattle. The secondary sources are an unsigned introduction to an 1862 reprint of Mather's book and Charles W. Upham's Salem Witchcraft (1867). Students keep an integration ledger, test the historians against the primary sources and write a coherent account of the day.

Learning Objectives

By the end of this lesson, students will be able to:

  • Integrate information from several primary and secondary sources into one coherent account of an event
  • Weigh each source by its type, date, author's side and the author's access to the events
  • Identify discrepancies among sources and classify them as conflicts, gaps, differences of judgment or quotation changes
  • Decide whether to state, attribute or flag each claim, and word the account accordingly
  • Test a secondary source's claims against the primary sources it summarizes

Prior Knowledge Required

Students should already be comfortable with:

  • Comparing and contrasting treatments of the same topic in primary and secondary sources RH.9-10.9
  • Citing specific textual evidence from primary and secondary sources RH.11-12.1
  • Basic background: Massachusetts Bay was an English colony governed by Puritans; in 1692 its new governor set up a special court to try accused witches

Lesson Procedure

60-75 minutes of class time across 5 phases.

  1. Warm-Up5-10 minutes

    Project the prompt and give students four minutes to write.

    Warm-Up Prompt

    "After a fire alarm, three students describe the evacuation. One says the alarm rang at 10:05 and everyone left calmly. One says it rang at 10:15 and the stairwell was jammed. The principal's email says the building was cleared in four minutes. Write two sentences that tell what happened as accurately as you can, using all three accounts. Which point would you state firmly, and which would you hedge?"

    Share two or three versions. Strong ones state what the sources agree on (there was an alarm and an evacuation), attribute what only one source says ("according to the principal"), and flag the conflict over the time instead of picking a side without a reason. Name the skill: to integrate sources is to build one coherent account from all of them, and to note discrepancies is to say where they disagree, or where one is silent, and what that means for the account.

  2. Direct Instruction20 minutes

    Part 1: The integration ledger. An integrated account is not a list of summaries. It is one story whose every sentence rests on the sources, with the strength of each claim made clear. Students keep a ledger with one row per claim.

    Integration ledger: one row per claim
    ColumnWhat to recordWhy it matters
    ClaimOne statement about the event, in your wordsThe account is built from these rows
    SupportEvery source that states it, with its type (primary or secondary), date and whether the author saw itTwo independent sources, especially from opposite sides, make a claim strong
    DiscrepancyAny source that states something different, or that is silent where you would expect it to speakA conflict, a gap and a difference of judgment are three different things
    StatusCorroborated, single-source, or disputedDecides how the claim is worded: stated, attributed ("according to Calef") or flagged

    Part 2: Two primary sources from opposite sides. Background in three sentences: in 1692 a special court at Salem, in the Massachusetts Bay Colony, tried people accused of witchcraft, and nineteen were hanged. George Burroughs, a former minister of Salem Village, was tried on August 5 and hanged on August 19. Cotton Mather, a Boston minister who supported the court, wrote the account in T1 for the colony's government; Robert Calef, a Boston merchant who opposed the trials, published T2 in 1700. Much of the evidence in T1 is spectral evidence: testimony by the "afflicted" that the accused person's spirit, or specter, attacked them. Read T1 and T2 and start a ledger. Diagram 1 shows when each source was written.

    I. This G. B. Was Indicted for Witch-craft, and in the prosecution of the Charge against him, he was Accused by five or six of the Bewitched, as the Author of their Miseries; he was Accused by Eight of the Confessing Witches, as being an head Actor at some of their Hellish Randezvouzes, and one who had the promise of being a King in Satan's Kingdom, now going to be Erected: He was accused by Nine Persons for extraordinary Lifting, and such feats of Strength, as could not be done without a Diabolical Assistance. And for other such things he was Accused, until about thirty Testimonies were brought in against him; nor were these judg'd the half of what might have been considered for his Conviction: However they were enough to fix the Character of a Witch upon him according to the Rules of Reasoning, by the Judicious Gaule, in that Case directed.

    [...]

    It cost the Court a wonderful deal of Trouble, to hear the Testimonies of the Sufferers; for when they were going to give in their Depositions, they would for a long time be taken with Fits, that made them uncapable of saying any thing. The Chief Judg asked the Prisoner, who he thought hindred these Witnesses from giving their Testimonies? And he answered, He supposed it was the Devil. That Honourable Person replied, How comes the Devil then to be so loath to have any Testimony born against you? Which cast him into very great Confusion.

    [...]

    VIII. Faltring, faulty, unconstant, and contrary Answers upon judicial and deliberate Examination, are counted some unlucky Symptoms of Guilt, in all Crimes, especially in Witchcrafts. Now there never was a Prisoner more eminent for them, than G. B. both at his Examination and on his Trial. His Tergiversations, Contradictions, and Falshoods, were very sensible: he had little to say, but that he had heard some things that he could not prove, Reflecting upon the Reputation of some of the Witnesses. Only he gave in a Paper to the Jury; wherein, altho' he had many times before, granted, not only that there are Witches, but also, that the present Sufferings of the Country are the effects of horrible Witchcrafts, yet he now goes to evince it, That there neither are, nor ever were Witches, that having made a Compact with the Devil, can send a Devil to Torment other people at a distance. This Paper was Transcribed out of Ady; which the Court presently knew, as soon as they heard it. But he said, he had taken none of it out of any Book; for which, his Evasion afterwards, was, That a Gentleman gave him the Discourse in a Manuscript, from whence he Transcribed it.

    IX. The Jury brought him in Guilty: But when he came to Die, he utterly deni'd the Fact, whereof he had been thus convicted.

    Cotton Mather, The Wonders of the Invisible World: The Tryal of G. B., sections I, II, VIII and IX (Source 1; cuts marked [...]) (1693; this edition 1862). Public domain (published 1862). Source text.

    August 5. The Court again sitting, six more were tried on the same Account, viz. Mr. George Burroughs, sometime minister of Wells, John Procter, and Elizabeth Procter his Wife, with John Willard of Salem-Village, George Jacobs Senior, of Salem, and Martha Carryer of Andover; these were all brought in Guilty and Condemned; and were all Executed Aug. 19, except Procter's Wife, who pleaded Pregnancy.

    Mr. Burroughs was carried in a Cart with the others, through the streets of Salem to Execution; when he was upon the Ladder, he made a Speech for the clearing of his Innocency, with such Solemn and Serious Expressions, as were to the Admiration of all present; his Prayer (which he concluded by repeating the Lord's Prayer,) was so well worded, and uttered with such composedness, and such (at least seeming) fervency of Spirit, as was very affecting, and drew Tears from many (so that it seemed to some, that the Spectators would hinder the Execution). The accusers said the black Man stood and dictated to him; as soon as he was turned off, Mr. Cotton Mather, being mounted upon a Horse, addressed himself to the People, partly to declare, that he was no ordained Minister, and partly to possess the People of his guilt; saying, That the Devil has often been transformed into an Angel of Light; and this did somewhat appease the People, and the Executions went on; when he was cut down, he was dragged by the Halter to a Hole, or Grave, between the Rocks, about two foot deep, his Shirt and Breeches being pulled off, and an old pair of Trousers of one Executed, put on his lower parts, he was so put in, together with Willard and Carryer, one of his Hands and his Chin, and a Foot of one [of] them being left uncovered.

    Robert Calef, More Wonders of the Invisible World: the trial and execution of George Burroughs (Source 2; two consecutive paragraphs) (1700; this edition 1914). Public domain (published 1914). Source text.
    • A claim corroborated by opponents (T1 paragraph 4, T2 paragraph 2)

      Mather, who defends the verdict, writes that "when he came to Die, he utterly deni'd the Fact, whereof he had been thus convicted." Calef, who condemns the trials, writes that on the ladder Burroughs "made a Speech for the clearing of his Innocency."

      Result: Ledger row: Burroughs declared his innocence at his execution. Status: corroborated. The strength comes less from the number of sources than from their independence: an author who thought Burroughs guilty had every reason to leave this out and still reports it. The account can state it plainly.

    • Silence is not contradiction (T1 paragraph 4, T2 paragraph 2)

      Calef describes the ladder speech, the prayer, the tears of the spectators, Mather on horseback and the burial. Mather's account of the trial ends with one sentence about the death and mentions none of these.

      Result: Ledger row: Mather addressed the crowd after the hanging. Status: single-source so far (Calef). Mather's silence does not disprove it, because his account was written about the trial, for the government that ran it; it is a gap, not a conflict. The account should attribute the scene: "According to Calef, Mather ..." until another source is found.

  3. Guided Practice15 minutes

    T3 is from the diary of Samuel Sewall, one of the judges, and T4 is from a letter by Thomas Brattle, a Boston merchant and scientist who criticized the court, written seven weeks after the hangings. Read both, then work through the examples and add rows to the ledger.

    Augt. 19th 1692. This day the Lieut. Governour, Major Phillips, Mr. Russel, Capt. Lynde and my self went to Watertown. Advis'd the Inhabitants at their Town-Meeting to settle a Minister; and if could not otherwise agree, should first have a Town-Meeting to decide where the Meetinghouse should be set. Many say Whitney's Hill would be a convenient place.

    This day [in the margin, Dolefull Witchcraft!] George Burrough, John Willard, Jno Procter, Martha Carrier and George Jacobs were executed at Salem, a very great number of Spectators being present. Mr. Cotton Mather was there, Mr. Sims, Hale, Noyes, Chiever, &c. All of them said they were iñocent, Carrier and all. Mr. Mather says they all died by a Righteous Sentence. Mr. Burrough by his Speech, Prayer, protestation of his Innocence, did much move unthinking persons, which occasions their speaking hardly concerning his being executed.

    [...]

    Copy of the Bill I put up on the Fast day; giving it to Mr. Willard as he pass'd by, and standing up at the reading of it, and bowing when finished; in the Afternoon.

    Samuel Sewall, sensible of the reiterated strokes of God upon himself and family; and being sensible, that as to the Guilt contracted upon the opening of the late Comission of Oyer and Terminer at Salem (to which the order for this Day relates) he is, upon many accounts, more concerned than any that he knows of, Desires to take the Blame and shame of it, Asking pardon of men, And especially desiring prayers that God, who has an Unlimited Authority, would pardon that sin and all other his sins; personal and Relative: And according to his infinite Benignity, and Sovereignty, Not Visit the sin of him, or of any other, upon himself or any of his, nor upon the Land: But that He would powerfully defend him against all Temptations to Sin, for the future; and vouchsafe him the efficacious, saving Conduct of his Word and Spirit.

    Samuel Sewall, Diary of Samuel Sewall: August 19, 1692, and the bill of January 1697 (Source 3; one cut marked [...]) (1878). Public domain (published 1878). Source text.

    As to the late executions, I shall only tell you, that in the opinion of many unprejudiced, considerate and considerable spectatours, some of the condemned went out of the world not only with as great protestations, but also with as good shews of innocency, as men could do.

    They protested their innocency as in the presence of the great God, whom forthwith they were to appear before: they wished, and declared their wish, that their blood might be the last innocent blood shed upon that account. With great affection they intreated Mr. C. M. to pray with them: they prayed that God would discover what witchcrafts were among us; they forgave their accusers; they spake without reflection on Jury and Judges, for bringing them in guilty, and condemning them: they prayed earnestly for pardon for all other sins, and for an interest in the pretious blood of our dear Redeemer; and seemed to be very sincere, upright, and sensible of their circumstances on all accounts; especially Proctor and Willard, whose whole management of themselves, from the Goal to the Gallows, and whilst at the Gallows, was very affecting and melting to the hearts of some considerable Spectatours, whom I could mention to you:—but they are executed, and so I leave them.

    Many things I cannot but admire and wonder at, an account of which I shall here send you. [...]

    Thomas Brattle, Letter of October 8, 1692: the late executions (Source 4; three consecutive paragraphs) (1914). Public domain (published 1914). Source text.
    • Three reports of what Mather said and did (T2 paragraph 2, T3 paragraph 2, T4 paragraph 2)

      Calef: Mather, "mounted upon a Horse," told the people that Burroughs "was no ordained Minister" and "That the Devil has often been transformed into an Angel of Light." Sewall: "Mr. Cotton Mather was there" and "Mr. Mather says they all died by a Righteous Sentence." Brattle: the condemned "intreated Mr. C. M. to pray with them."

      Result: The three do not conflict; each adds a piece. Integrated: Mather was present, the condemned asked him to pray with them, and he defended the verdict in public. The exact words about ordination and the Angel of Light rest on Calef alone and should be attributed to him. Sewall's "says" reports Mather's judgment without saying where or when Mather gave it, so a careful account keeps it separate from Calef's scene at the gallows.

    • The same effect, different judgments (T2 paragraph 2, T3 paragraph 2, T4 paragraph 2)

      Calef: the prayer "drew Tears from many," and "it seemed to some, that the Spectators would hinder the Execution." Sewall: Burroughs "did much move unthinking persons, which occasions their speaking hardly concerning his being executed." Brattle: the condemned were "very affecting and melting to the hearts of some considerable Spectatours," "especially Proctor and Willard."

      Result: Corroborated: the hangings deeply moved many in the crowd. Discrepancy in judgment, not in fact: Calef treats the reaction as a sign of innocence, Sewall in 1692 calls the moved spectators "unthinking," and Brattle calls them "considerable" people. An integrated account states the reaction and reports the judgments as each author's.

  4. Independent Practice15-20 minutes

    Students read two secondary sources: T5, the unsigned introduction to an 1862 London reprint of Mather's book, and T6, from Charles W. Upham's Salem Witchcraft (1867), a history based on the surviving court papers. They test each claim against the primary sources already in the ledger, marking what the secondary sources confirm, what they add and where they disagree with the primary sources or with each other, before they take the quiz.

    The execution of the washerwoman, Bridget Bishop, had greatly increased the excitement; and people in a more respectable position began to be accused. On the 19th of July five more persons were executed, and five more experienced the same fate on the 19th of August. Among the latter was Mr. George Borroughs, a minister of the gospel, whose principal crime appears to have been a disbelief in witchcraft itself. His fate excited considerable sympathy, which, however, was checked by Cotton Mather, who was present at the place of execution on horseback, and addressed the crowd, assuring them that Borroughs was an impostor. Many people, however, had now become alarmed at the proceedings of the prosecutors, and among those executed with Borroughs was a man named John Willard, who had been employed to arrest the persons charged by the accusers, and who had been accused himself, because, from conscientious motives, he refused to arrest any more. He attempted to save himself by flight; but he was pursued and overtaken. Eight more of the unfortunate victims of this delusion were hanged on the 22nd of September, making in all nineteen who had thus suffered, besides one who, in accordance with the old criminal law practice, had been pressed to death for refusing to plead. The excitement had indeed risen to such a pitch that two dogs accused of witchcraft were put to death.

    [...]

    Whatever we may think of the credulity of these two ecclesiastics, there can be no ground for charging them with acting otherwise than conscientiously, and they had claims on the gratitude of their countrymen sufficient to overbalance their error of judgment on this occasion. [...]

    Unsigned editor, Library of Old Authors, Introduction to The Wonders of the Invisible World, London edition of 1862 (Source 5; cuts marked [...]) (1862). Public domain (published 1862). Source text.

    Cotton Mather, not satisfied with this display of animosity, at a moment when every human heart, however imbittered by prejudice, is hushed for the time in solemn silence, attempts, in an account afterwards given of Mr. Burroughs's trial, to blacken his character by an elaborate dressing-up of the absurd stories told by the accusers, and a perverse misrepresentation of the demeanor of the accused. He relates with apparent glee what was regarded as a wonderful achievement of adroitness on the part of Chief-justice Stoughton in trapping Mr. Burroughs, and putting the laugh upon him in Court.

    "It cost the Court a wonderful deal of trouble to hear the testimonies of the sufferers; for, when they were going to give in their depositions, they would for a long while be taken with fits, that made them quite uncapable of saying any thing. The chief judge asked the prisoner, who he thought hindered these witnesses from giving their testimonies; and he answered, he supposed it was the Devil. The honorable person then replied, 'How comes the Devil so loath to have any testimony borne against you?' Which cast him into very great confusion."

    From what fell from him, at the preliminary examination, it is evident that it did not occur to him as a possibility that human nature could be capable of the guilt of such a wilful fabrication and imposture on the part of the "afflicted children." He beheld their sufferings, and he knew his own innocence. He felt, whatever his theological creed might have been, that a Devil was required to explain the mystery. The apparent sufferings of the accusing witnesses convinced Court, jury, and all, of the guilt of the accused. The logic of the chief-justice was perfectly absurd. For, if the Devil caused the sufferings, he was an adverse party to the prisoner. This, however, overthrows the whole theory of the prosecution, which was that the prisoner and the Devil were in league with each other. But the judge, jury, and people, all equally blinded and stupefied by the delusion, did not see it; and they chuckled over the alleged confusion of the prisoner. All thoughtful persons will concur in Mr. Burroughs's opinion, that, if ever a diabolical power had possession of human beings, it was in the case of the wretched creatures who enacted the part of the accusing girls in the witchcraft proceedings. In his account of the trial, Mather makes statements which show that he was privy to the fact, that testimony, subsequently taken, was lodged with the evidence belonging to the case. The documents prove that it was done to an extent beyond what he acknowledges.

    [...] A review of what can be gleaned in reference to Mr. Burroughs at Casco Bay and Salem Village, and a considerate survey and scrutiny of all that has reached us from the day of his arrest to the moment of his death, have left a decided impression, that he was an able, intelligent, true-minded man; ingenuous, sincere, humble in his spirit; faithful and devoted as a minister; and active, generous, and disinterested as a citizen. [...]

    Charles Wentworth Upham, Salem Witchcraft, vol. 2: Cotton Mather's account and the character of George Burroughs (Source 6; cuts marked [...]) (1867). Public domain (published 1867). Source text.
  5. Closure5-10 minutes

    Exit ticket: On an index card, write the two sentences you are most confident of about August 19, 1692, and one sentence you would hedge, naming the source it depends on. Collect the cards and read three hedged sentences aloud to open the next lesson.

    Teacher note on the texts and their language: The passages keep their original spelling and capitals. "The black Man" in T2 is the accusers' name for the Devil, as Mather explains elsewhere in his book, not a description of a person. At the marked [...] in T7, two sentences are left out because they link the Devil with Native Americans in the language of 1692; the excerpt still shows the evidence about Burroughs's strength. Upham (T6) calls the accusers "wretched creatures"; this is his judgment in the style of 1867, and students should treat it as part of his point of view. The 1862 introduction (T5) calls Bridget Bishop "the washerwoman"; its own earlier paragraph uses that word for Ann Glover, hanged in Boston in 1688, and no source on this page supports it for Bishop. In 1711 the colony passed an act reversing the attainders of many of those condemned, among them George Burroughs, which cleared their names and restored their legal rights, and it granted payments to their families; Sewall's public apology of 1697 (T3) came first.

    Homework passages. Mather's account of the evidence about Burroughs's strength (T7) and Upham's discovery about the depositions on the same point (T8), used for the homework problems.

    V. A famous Divine recites this among the Convictions of a Witch; The Testimony of the party Bewitched, whether Pining or Dying; together with the joint Oaths of sufficient Persons that have seen certain Prodigious Pranks or Feats wrought by the Party Accused. Now, God had been pleased so to leave this G. B. that he had ensnared himself by several Instances, which he had formerly given of a Preternatural Strength, and which were now produced against him. He was a very Puny Man, yet he had often done things beyond the strength of a Giant. A Gun of about seven foot Barrel, and so heavy that strong Men could not steadily hold it out with both hands; there were several Testimonies, given in by Persons of Credit and Honor, that he made nothing of taking up such a Gun behind the Lock, with but one hand, and holding it out like a Pistol, at Arms-end. [...] There was Evidence likewise brought in, that he made nothing of taking up whole Barrels fill'd with Malasses or Cider, in very disadvantageous Postures, and Carrying of them through the difficultest Places out of a Canoo to the Shore.

    Yea, there were two Testimonies, that G. B. with only putting the Fore Finger of his Right hand into the Muzzle of an heavy Gun, a Fowling-piece of about six or seven foot Barrel, did lift up the Gun, and hold it out at Arms-end; a Gun which the Deponents thought strong Men could not with both hands lift up, and hold out at the But-end, as is usual. Indeed, one of these Witnesses was over-perswaded by some Persons, to be out of the way upon G. B's Tryal; but he came afterwards with Sorrow for his withdraw, and gave in his Testimony: Nor were either of these Witnesses made use of as Evidences in the Trial.

    Cotton Mather, The Wonders of the Invisible World: The Tryal of G. B., section V (Source 7; one cut marked [...]) (1693; this edition 1862). Public domain (published 1862). Source text.

    Hutchinson had the benefit of consulting all the papers belonging to this and other trials; but neither he nor Calef seems to have noticed one remarkable fact: many of the depositions, how many we cannot tell, were procured after the trials were over, and surreptitiously foisted in among the papers to bolster up the proceedings. We find, for instance, the following deposition:—

    "Thomas Greenslitt, aged about forty years, being deposed, testifieth that, about the first breaking-out of this last Indian war, being at the house of Captain Joshua Scotto at Black Point, he saw Mr. George Burrows, who was lately executed at Salem, lift a gun of six-foot barrel or thereabouts, putting the forefinger of his right hand into the muzzle of said gun, and that he held it out at arms' end, only with that finger: and further this deponent testifieth, that, at the same time, he saw the said Burrows take up a full barrel of molasses with but two of the fingers of one of his hands in the bung, and carry it from the stage head to the door at the end of the stage, without letting it down; and that Lieutenant Richard Hunniwell and John Greenslitt were then present, and some others that are dead. Sept. 15, '92."

    Not only the date to this deposition, but its express language, proves that it could not have been used at the trial. There is another, to the same effect and of the same date, that is, nearly a month after Burroughs was thrown into his grave. There are others of the same kind. This stamps the management of the prosecutions, and of those concerned in the charge of the papers, with an irregularity of the grossest kind, which partakes strongly of the character of fraud and falsehood.

    [...]

    It is further observable, in reference to the foregoing deposition from Greenslitt, that it was given six days after the condemnation of his mother, Ann Pudeator, and a week before her execution. Cotton Mather says that he "was overpersuaded by others to be out of the way upon George Burroughs's trial," six weeks before. He did not fail, however, to come to Salem to be with his mother at her trial and until her death, and being here was compelled to give his deposition. His mother's life was at the mercy of the prosecutors; and he was tempted, in the vain hope of conciliating that mercy, to gratify them by making the statement about Burroughs a month after his execution, and whom it could not then harm. What he said was probably no more than the truth. It has been found that the power of the human muscles can be cultivated to a surprising extent; and the feats ascribed to Burroughs, without making much allowance for a natural degree of exaggeration, have been fully equalled in our day.

    Charles Wentworth Upham, Salem Witchcraft, vol. 2: the late depositions about Burroughs's strength (Source 8; one cut marked [...]) (1867). Public domain (published 1867). Source text.

Differentiation Strategies

For Struggling Students

  • Give a ledger with the six claims of Activity 1 already entered, so students only fill in support, discrepancy and status
  • Pre-teach six terms in one sentence each: spectral evidence, afflicted, deposition, court of oyer and terminer, ordained, fast day
  • Read T2 aloud with the class before T1, since Calef's narrative is easier to follow than Mather's list of charges

For Advanced Students

  • Read the rest of Brattle's letter and decide which of his objections to spectral evidence Mather's account in T1 answers and which it ignores
  • Find Upham's full chapter on Burroughs and list every document he cites; mark which ones a reader could still consult
  • Write a second version of the Activity 3 paragraph as the 1862 editor might have written it, then explain every sentence the evidence on the page does not support

Assessment Guidance

What to Look For

Strong work builds one account, not a series of summaries, and each sentence shows its basis: stated when independent sources agree, attributed when only one source speaks, flagged when sources conflict. Watch for students who pick one source and ignore the rest, who treat the earliest source as neutral or the latest as correct, who treat silence as contradiction, or who state a detail from one partisan source as fact. A strong answer also notices when a secondary source adds a claim no primary source on the page supports.

02

Classroom Activities

3 Activities

1

Build the Ledger

20 minGroups of 3

Each group gets six claim strips about the trial and death of George Burroughs. For each strip, the group finds every source in T1-T4 that bears on it, quotes it, and gives the strip a status: corroborated, single-source or disputed.

The Six Claim Strips

  1. Burroughs was tried on August 5, 1692, and hanged on August 19
  2. About thirty testimonies were brought in against him
  3. Afflicted witnesses and confessing witches testified against him
  4. He gave the jury a paper arguing against the powers claimed for witches
  5. He was buried in a shallow hole between the rocks
  6. The court thought his answers at the trial were confused and contradictory

Teacher Key

  • Strip 1: corroborated. T2 gives both dates ("August 5" and "Executed Aug. 19"); T3 dates the hanging ("Augt. 19th 1692")
  • Strip 2: single-source (T1 paragraph 1: "about thirty Testimonies were brought in against him"); Mather adds that these were not "the half" of what might have been used, a claim no other source here can test
  • Strip 3: single-source in T1-T4 (Mather: "five or six of the Bewitched" and "Eight of the Confessing Witches"), but it is a statement against no one's interest in T1 and fits the court's own procedure
  • Strip 4: single-source (T1 paragraph 3), and Mather's words carry his judgment ("his Evasion"); state the fact, attribute the judgment
  • Strip 5: single-source (T2 paragraph 2)
  • Strip 6: single-source and a judgment (T1 paragraph 3: "Tergiversations, Contradictions, and Falshoods"); an account should attribute it to Mather

Discussion Questions

  • Which strips can be stated as plain fact, and which need "according to"?
  • Mather and Calef were on opposite sides. On which strips does that make their agreement, or their silence, worth more?

Variation for a Shorter Class

Use strips 1, 4 and 5, which show a corroborated claim, a single-source fact with a judgment attached and a single-source detail from the other side.

2

Discrepancy Log

15 minPairs

After the quiz, pairs list every discrepancy they found among T1-T6 and sort each one into a type: a conflict (two sources state incompatible facts), a gap (one source is silent where another speaks), a difference of judgment (the facts agree, the verdicts differ) or a quotation change (a later source quotes an earlier one in different words). For each, they write how an integrated account should handle it.

Procedure

  • Quote both sources for each discrepancy
  • Name the type
  • Write the sentence the account would use, stated, attributed or flagged
  • Star the one discrepancy that matters most for understanding the event, and say why

Teacher Key

  • Gap: Mather's account (T1) says nothing of the scene at the gallows that Calef describes (T2)
  • Difference of judgment: Sewall calls the moved spectators "unthinking persons" (T3 paragraph 2), while Brattle calls them "considerable Spectatours" (T4 paragraph 2)
  • Quotation change: accept any passage that a later source quotes from an earlier one on the page, as long as the pair sets the two versions side by side and lists the changed words
  • Conflict: accept any claim in a secondary source that the primary record on the page contradicts, as long as the pair quotes both and says which one rests on the trial record

Discussion Questions

  • Which type of discrepancy is easiest to resolve with more evidence, and which may never be resolved?
  • Does a secondary source that quotes a primary source loosely become less reliable on everything, or only on that point?

Modification for English Learners

Give sentence frames for the three wordings: "Sources agree that ___." "According to ___, ___." "The sources disagree about ___: ___ says ___, but ___ says ___."

3

One Account, Four Hands

15 minGroups of 4

After the quiz, each group writes a single paragraph of 150-200 words titled "August 19, 1692." Each member drafts two sentences from a different source pair (T1-T2, T2-T3, T3-T4, T5-T6), then the group merges them into one paragraph, removes repetition and marks every sentence S (stated), A (attributed) or F (flagged discrepancy).

Procedure

  • Eight minutes to draft and merge
  • Every sentence names or cites at least one source
  • At least one F sentence
  • Groups trade paragraphs and check one S sentence against the ledger

Teacher Key

  • A strong paragraph states the hanging, the five names and Burroughs's protest of innocence (S), attributes Mather's words from the horse and the details of the burial to Calef (A), reports that many spectators were moved and that Sewall and Brattle judged them differently (S and A), and flags at least one point on which the sources conflict (F)
  • A weak paragraph strings summaries together ("Mather says... Calef says...") without deciding what the evidence shows

Discussion Questions

  • Which sentence in your paragraph would change most if one source turned out to be unreliable?
  • Did any secondary source add a fact that no primary source on the page supports?

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: When the Sources Were Written, 1692 to 1867

When the sources were written A. August 1692 to 1700, by day 1693 1694 1695 1696 1697 1698 1699 1700 Aug 5, 1692: trial; Aug 19: hangings;Sewall diary entry (T3) Oct 8: Brattleletter (T4) Jan 14, 1697:Sewall bill (T3) 1700: Calefbook (T2) B. 1690 to 1870, by year 1690 1720 1750 1780 1810 1840 1870 1692-1700: primary sources T1-T4 (panel A) 1862: introduction (T5) 1867: Upham (T6, T8)
Both panels are drawn to scale: panel A by day, panel B by year. Brattle wrote 50 days after the hangings, and Calef's book appeared about eight years after them. The two secondary sources came 170 and 175 years later. Every primary source on the page was written by a man who took a side: Mather and Sewall for the court in 1692, Brattle and Calef against it.

Diagram 2: Three Primary Sources on August 19, 1692

Three primary sources on August 19, 1692 Point T2 Calef (1700) T3 Sewall (1692) T4 Brattle (1692) Mather at the gallows on horseback, spoke to crowd "was there" asked to pray ("Mr. C. M.") When written 1700, about eight years later the same day, in a diary October 8, 1692 The crowd tears; might "hinder" "unthinking persons" moved "considerable" viewers Author's view of the court opposed the trials a judge of the court a critic of the court Quoted words are the sources' own; the other cells summarize them.
A ledger in chart form for the scene at the gallows, from Examples 3 and 4. Reading down a column shows one source's treatment; reading across a row shows where the sources agree, where one adds a detail and where their judgments differ.

04

Homework Assignment

~30 min

RH.11-12.9 Homework: The Evidence of Strength

Directions: Use T7, Mather's account of the evidence about Burroughs's strength, and T8, Upham's discussion of the depositions on the same point, both printed in the Closure phase of the lesson plan. Use T1 and T6 where a problem names them. Quote the words you use and give the text and paragraph number. Answer Problems 1-5 in 4-6 sentences each; Problem 6 is an essay.

Part 1: Two Sources on One Kind of Evidence (Problems 1-3)

  1. Integrate T7 and T8 on the evidence about Burroughs's strength. Write three sentences an account could use: one stating what both sources agree was testified, one stating what they dispute, and one attributing a claim that only one of them makes.
  2. Mather says of two witnesses to the gun feat that "Nor were either of these Witnesses made use of as Evidences in the Trial" (T7 paragraph 2). Upham says the Greenslitt deposition "could not have been used at the trial" (T8 paragraph 3). Is this a discrepancy? Explain what the two sources really disagree about.
  3. Mather does not name the witness who was "over-perswaded by some Persons, to be out of the way" (T7 paragraph 2). Upham identifies him as Thomas Greenslitt (T8 paragraph 4). What evidence does Upham give for the identification, and how confident should an integrated account be?

Part 2: Wording, Numbers and Judgments (Problems 4-6)

  1. Compare Upham's quotation of Mather in T8 paragraph 4 with Mather's own words in T7 paragraph 2. List the differences in wording and spelling, and explain which version an integrated account should quote, and why.
  2. The sources give the gun's barrel as "about seven foot" and "about six or seven foot" (T7) and "six-foot barrel or thereabouts" (T8 paragraph 2). Write the single phrase an integrated account should use for the length, and explain your wording.
  3. Write an essay of 250-300 words that gives a coherent account of the case against George Burroughs and his death. Use at least three primary sources (T1-T4, T7) and at least one secondary source (T5, T6, T8). Note at least two discrepancies among the sources, name the type of each, and show how your account handles them.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
IntegrationBuilds one coherent account in which each sentence rests on cited sourcesCombines sources but reads as a series of summariesUses one source only
DiscrepanciesNotes discrepancies, names their type and explains how the account handles eachNotes discrepancies without handling themNo discrepancies noted
Source typesWeighs primary and secondary sources by date, side and access to the eventsLabels sources without weighing themConfuses primary and secondary
WordingStates corroborated claims, attributes single-source claims and flags disputed onesHedges or states claims inconsistentlyStates disputed claims as fact

05

Quiz: 20 Questions

Interactive, with answers

Instructions

The quiz uses T5 and T6, printed in the Independent Practice phase of the lesson plan, together with T1-T4. Questions ask what the sources establish together and where they disagree, not which side of the trials you favor. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    The 1862 introduction says Burroughs's "principal crime appears to have been a disbelief in witchcraft itself" (T5 paragraph 1). Which source on the page most directly complicates this claim?

  2. Question 2 of 20 · Multiple Choice

    T5 says Mather addressed the crowd "assuring them that Borroughs was an impostor." How does this compare with Calef's report in T2 paragraph 2?

  3. Question 3 of 20 · Multiple Choice

    How many people were hanged at Salem on August 19, 1692, according to the sources on this page?

  4. Question 4 of 20 · Multiple Choice

    The 1862 editor says the Mathers acted "conscientiously" (T5 paragraph 2). Upham writes of Cotton Mather's "display of animosity" and "apparent glee" (T6 paragraph 1). What kind of discrepancy is this?

  5. Question 5 of 20 · Multiple Choice

    Compare Upham's quotation of the chief judge's question (T6 paragraph 2) with Mather's own text (T1 paragraph 2). What does the comparison show?

  6. Question 6 of 20 · Multiple Choice

    Upham calls the chief justice's reasoning "perfectly absurd" (T6 paragraph 3). What does Upham's treatment add to Mather's account of the same exchange?

  7. Question 7 of 20 · Multiple Choice

    Sewall reports that "Mr. Cotton Mather was there" and what "Mr. Mather says" (T3 paragraph 2). Which detail in T3 means this part of his entry should be weighed as a report he received, not as what he saw?

  8. Question 8 of 20 · Multiple Choice

    Which statement about Burroughs's execution rests on Calef alone among the sources on this page?

  9. Question 9 of 20 · Multiple Choice

    Mather describes Burroughs's "Tergiversations, Contradictions, and Falshoods" (T1 paragraph 3); Upham calls him "an able, intelligent, true-minded man" (T6 paragraph 4). How should an integrated account handle these portraits?

  10. Question 10 of 20 · Multiple Choice

    T5 says that "two dogs accused of witchcraft were put to death." What is the status of this claim on this page?

  11. Question 11 of 20 · Multiple Choice

    T5 says Burroughs's fate "excited considerable sympathy, which, however, was checked by Cotton Mather." Which primary source makes the same point in its own words?

  12. Question 12 of 20 · Multiple Choice

    Upham writes that Burroughs "felt ... that a Devil was required to explain the mystery" (T6 paragraph 3). Which detail in a primary source is Upham building on?

  13. Question 13 of 20 · Multiple Choice

    T5 calls Burroughs "a minister of the gospel," while Calef reports Mather telling the crowd that Burroughs "was no ordained Minister" (T2 paragraph 2). How can an integrated account handle this?

  14. Question 14 of 20 · Multiple Choice

    Brattle's letter (T4) never names Burroughs. How should an integrated account of August 19 use it?

  15. Question 15 of 20 · Short Answer

    Make a ledger entry for the claim "John Willard, hanged with Burroughs, had refused to go on arresting the accused and then tried to flee." List what T2, T3, T4 and T5 each contribute, and give each part of the claim a status.

  16. Question 16 of 20 · Short Answer

    Explain the discrepancy between T5's claim that Burroughs's "principal crime" was "a disbelief in witchcraft itself" and Mather's account in T1. Suggest one reason the 1862 editor might have written it, and show how an account should word the point.

  17. Question 17 of 20 · Short Answer

    The 1862 editor (T5) and Upham (T6) disagree about Cotton Mather. Write two sentences an integrated account could use about Mather's role, one stating what the sources establish and one reporting the disagreement.

  18. Question 18 of 20 · Short Answer

    Only Calef reports that Burroughs ended his prayer with the Lord's Prayer. Explain how much weight an integrated account can give this detail, what makes Calef useful or doubtful on it, and what further evidence would help.

  19. Question 19 of 20 · Short Answer

    Read Sewall's 1692 entry and his 1697 bill together (T3). How does integrating the two change what the diary can tell a historian about the trials?

  20. Question 20 of 20 · Short Answer

    Write a paragraph of 150-200 words giving a coherent account of August 19, 1692, at Salem. Use at least four sources from T1-T6, and note at least two discrepancies.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RH.11-12.9 mean?

RH.11-12.9 asks students in grades 11-12 to integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among the sources. "RH" stands for Reading in History/Social Studies, "11-12" is the grade band and "9" is the ninth reading standard. Students build one account from many sources and say where the sources disagree.

What does it mean to integrate sources?

It means building one account in which each statement rests on the sources, instead of summarizing them one after another. Claims that independent sources confirm are stated; claims from one source are attributed to it; disputed claims are flagged. The result reads as a history of the event, not as a list of what each author said.

What counts as a discrepancy among sources?

A discrepancy is any point where the sources do not line up. It can be a conflict of fact, a gap where one source is silent, a difference of judgment about the same facts, or a later source quoting an earlier one in different words. Each type is handled differently: a conflict needs more evidence, a gap needs care, and a difference of judgment is reported as each author's view.

How is RH.11-12.9 different from RH.9-10.9?

RH.9-10.9 asks students to compare and contrast how several primary and secondary sources treat the same topic. RH.11-12.9 goes further: students combine the sources into a single coherent understanding and note the discrepancies they find. The 9-10 standard lays the sources side by side; the 11-12 standard uses them to reconstruct the event.

How is RH.11-12.9 different from RH.11-12.7?

RH.11-12.7 asks students to integrate and evaluate information presented in diverse formats and media, such as charts, images and numbers as well as words, to answer a question. RH.11-12.9 is about diverse primary and secondary sources on one idea or event, and it names the task of noting discrepancies among them.

Why use the Salem witch trials to teach RH.11-12.9?

The hanging of George Burroughs on August 19, 1692, is described by a supporter of the court, a critic of the court, one of the judges and a Boston scientist, and later by historians who disagreed sharply. The sources overlap enough to be integrated and differ enough to produce every kind of discrepancy, from a single detail only one author reports to opposite verdicts on the same man.

Should students decide which source is right?

Sometimes they can, when one source is contradicted by stronger evidence. Often they should not: when a claim rests on one source, the honest account attributes it, and when authors differ in judgment, the account reports both. Part of the skill is knowing when the evidence settles a point and when it does not.

What mistakes do students make with RH.11-12.9?

Many students write a summary of each source in turn and call it integration. Others choose one source and ignore the rest, treat the earliest source as neutral, or state a detail that only one partisan source reports as settled fact. A strong answer states what is corroborated, attributes what is not and names each discrepancy.

How is RH.11-12.9 assessed?

Usually with a set of short primary and secondary sources on one event, followed by questions about what the sources establish together and where they conflict, and an essay that builds a coherent account from several of them. Answers are judged on accurate citation, how well the account holds together and how carefully discrepancies are handled.

Which class teaches RH.11-12.9?

It is usually taught in U.S. History or Government in grades 11 and 12, and it supports research papers in any history course. Because the standard belongs to the literacy strand for history, English teachers who teach historical documents also use it.