The Witch of Duvx is a captivating novel written by Belgian author Geneviève Damas. Set in rural Belgium, the story revolves around the life of a young woman named Mavela. She is commonly referred to as "the witch" due to her unconventional behavior and mysterious aura. From a young age, Mavela is ostracized by her community for her innate ability to communicate with animals and her affinity for nature. She possesses a deep connection with the natural world, often spending hours on end exploring the woods and conversing with the creatures that inhabit it. This connection serves as a source of solace and refuge for Mavela, as she feels misunderstood and alienated by her fellow villagers.

Understanding the Salem Witch Trials

Engraving of a witchcraft trial at Salem Village. The central figure in this 1876 illustration of the courtroom is usually identified as Mary Walcott.

Salem, Massachusetts in 1691 was the home of a Puritan community with a strict moral code. In addition to the difficulties of farming in a harsh climate with rough terrain, Salem faced economic and political unrest. In this community, a group of girls accused an Indian slave named Tituba of witchcraft. Tituba confessed under pressure from court officials, and her confession ignited a hunt for witches that left 19 men and women hanged, one man pressed to death, and over 150 more people in prison awaiting a trial. In this lesson, students will explore the characteristics of the Puritan community in Salem, learn about the Salem Witchcraft Trials, and try to understand how and why this event occurred.

Guiding Questions

What was life like in Puritan New England?

What were the causes and effects of the Salem Witch Trials?

To what extent do the historic records show that the accused were innocent until proven guilty?

Learning Objectives

Describe cultural practices of the majority in Puritan New England.

Create a timeline of the events of the Salem Witch Trials.

Analyze multiple interpretations of the Salem Witch Trials.

Construct a position on whether the trials were justified.

A More Perfect Union

History & Social Studies

Lesson Plan Details

Salem, Massachusetts in the late 1600s faced a number of serious challenges to a peaceful social fabric. Salem was divided into a prosperous town and a farming village. The villagers, in turn, were split into factions that fiercely debated whether to seek ecclesiastical and political independence from the town. In 1689 the villagers won the right to establish their own church and chose the Reverend Samuel Parris, a former merchant, as their minister. His rigid ways and seemingly boundless demands for compensation increased the already present friction. Many villagers vowed to drive Parris out, and they stopped contributing to his salary in October 1691.

These local concerns only compounded the severe social stresses that had already been affecting New England for two decades. A 1675 conflict with the Indians known as King Philip's War had resulted in more deaths relative to the size of the population than any other war in American history. A decade later, in 1685, King James II's government revoked the Massachusetts charter. A new royally-appointed governor, Sir Edmund Andros, sought to unite New England, New York, and New Jersey into a single Dominion of New England. He tried to abolish elected colonial assemblies, restrict town meetings, and impose direct control over militia appointments, and permitted the first public celebration of Christmas in Massachusetts, a celebration of which Puritans strongly disapproved. After William III replaced James II as King of England in 1689, Andros's government was overthrown, but Massachusetts was required to eliminate religious qualifications for voting and to extend religious toleration to sects such as the Quakers. The late seventeenth century also saw a increase in the number of black slaves in New England, which further unsettled the existing social order.

In February 1692, Betty Parris, Reverend Parris's daughter, as well as her friends Abigail Williams and Ann Putnam, became ill with symptoms that doctors could not diagnose, including fits and delirium. Dr. Griggs, who attended to the "afflicted" girls, suggested that they might be bewitched. Mercy Lewis, Mary Walcott, and Mary Warren later claimed affliction as well.

Prodded by Parris and others, the girls named their tormentors: Sarah Good, a poor woman; Sarah Osbourn, an elderly woman; and Tituba, a slave who had told them stories involving Vudou beliefs. The women were tried for witchcraft - Good and Osbourn claimed innocence, and Tituba confessed. Tituba's detailed confession included a claim that there were several undiscovered witches who wanted to destroy the community. This caused a witch-hunting rampage: 19 men and women were hanged, one man was pressed to death, and over 150 more people were imprisoned, awaiting trial.

On September 22, 1692, the last eight alleged witches were hanged. On October 8, 1692, Governor Phipps ordered that spectral evidence (when someone claimed to witness a person's spirit in a separate location from that same person's physical body) could no longer be admitted in witchcraft trials. On October 29, 1692 Phipps prohibited further arrests and released many accused witches. The remaining alleged witches were pardoned by May 1693. The hangings of witches in 1692 were the last such hangings in America.

For more information, see the following EDSITEment-reviewed websites:

• Digital History: The Salem Witch Scare
• Witchcraft in Salem Village
  • Overview
  • Tituba Biography
  Content Standards

  NCSS. D1.1.6-8. Explain how a question represents key ideas in the field.

  NCSS.D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

  NCSS.D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

  NCSS.D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

  NCSS.D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

  NCSS.D2.His.5.6-8. Explain how and why perspectives of people have changed over time.

  Preparation
  • Review the lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
  • Students can access the primary source materials and some of the activity materials via the EDSITEment LaunchPad.
  • Familiarize yourself with the Salem Witch Trials. For an overview, consult Digital History. For more detailed information, consult Salem Witch Trials Documentary Archive.
  • If you plan to have students create pictures, or if you want to use larger sized paper for your students' timelines, be sure to have those materials handy.
  • Though each reading activity provides questions for discussion for the readings, teachers may wish to spend a few minutes with students asking introductory questions to help distill what they have read.
  Lesson Activities

  This connection serves as a source of solace and refuge for Mavela, as she feels misunderstood and alienated by her fellow villagers. Despite her isolation, Mavela develops a close bond with her grandmother, the only person who fully comprehends and accepts her uniqueness. Under her grandmother's guidance, Mavela learns to embrace her abilities and understand the power she holds.

  Activity 1. Life in Puritan New England

  Separate the class into four groups, and assign each group one section of the EDSITEment Study Activity under the label Understanding Puritan New England. Offer them the following instructions, and suggest that they distribute the reading evenly and return to discuss the questions after 10–15 minutes of reading. Instructors might also consider assigning this reading the night before as homework.

  Instructions for students: Just as the society around us shapes the way we think and act, so did it shape the people of Salem, Massachusetts in the 1600s. Look at the websites listed below, and, on a separate sheet of paper, answer the questions about life in Puritan New England. Note that many of the websites contain interactive images. Click on the images to open them, and mouse-over the image to discover more about it.

  Group One:

  1. What values that we now consider 'American' were contributed by the Puritans?
  2. In the 1920s, how did people remember the Puritans? Define the word 'caricature' and explain how it relates to the Puritans.
  3. To what extent did Puritans condemn alcohol consumption, artistic beauty, and poetry?
  4. What did the Puritans believe was the primary purpose of government?
  5. What did the Puritans think about the separation of church and state?
  6. What is a 'separatist'? Were the Puritans 'separatists'? If not, describe their philosophy regarding the Church of England.
  7. What is a 'covenant'? Explain the function of 'covenants' in the way the Puritans saw the world.
  8. Did Puritans believe in tightly knit communities and families, or did they value families that were dispersed?
  9. Describe some reasons why Puritans came to America from Europe.
  10. What were some of the strategies New England colonists used to deal with the labor shortage?
  11. Describe some of the religious beliefs of the Puritans.

  Group Two

  1. What values that we now consider 'American' were contributed by the Puritans?
  2. Look up the word 'Patriarchal' in the dictionary. Define what it means, in your own words.
  3. What were some of the responsibilities of men in the 1700s in Colonial New England? What were some of the responsibilities of women?
  4. Explain how the story of Adam and Eve was used to perpetuate prevailing ideas about men and women.
  5. Were schools important in New England? Did people know how to read?
  6. Were there as many schools in other parts of America as there were in New England?
  7. Did wealthy people tend to spend a lot of money? What are some of the things you think they would buy?
  8. What does 'conspicuous consumption' mean?
  9. Why did so many children die at young ages in colonial New England?

  Group Three

  1. What values that we now consider 'American' were contributed by the Puritans?
  2. According to your reading, what did most Europeans think of the North American Landscape?
  3. What were some early colonial industries?
  4. What was the center of public and religious life in New England?
  5. Describe the common field system.
  6. What were some results of European fences, mills, grass, and livestock being brought to New England?
  7. Explain how a mill worked.
  8. What were the criteria that a committee would use to "seat" the meetinghouse?
  9. Who was allowed to vote? What did they vote on?

  Ask students to explore the EDSITEment-reviewed websites using the Study Activity and questions as guides. Once they have answered all of the questions, ask students to prepare a summary of what they learned to present to the class. Have everyone contribute to the overall discussion about Puritan values (the same question begins each list), and then have students present their information to the class. This should be no more than a few sentences highlighting the key concepts of the aspect of Puritan life that they researched.

  

  However, tragedy strikes when her grandmother passes away, leaving Mavela feeling lost and alone in a world that constantly rejects her. As Mavela grows older, her reputation as the village witch intensifies. People come to seek her assistance with various problems, ranging from healing ailments to seeking advice on matters of the heart. Mavela discovers that her empathy and intuitive understanding of others allow her to help those in need, fostering a sense of purpose within her. However, not everyone perceives Mavela's talents as a gift. The local priest, fueled by fear and deeply ingrained superstitions, labels Mavela a threat to the community. He launches a campaign to rid the village of her so-called witchcraft, creating further divisions among the villagers. Facing persecution and isolation, Mavela must confront the limitations and prejudices of her society while striving to remain true to herself. Despite the challenges she faces, her unwavering belief in the power of love, acceptance, and the natural world serves as a beacon of hope throughout the narrative. Through this compelling tale, Geneviève Damas explores themes of identity, acceptance, and the power of individuality. The Witch of Duvx reminds us to embrace our uniqueness and celebrate our innate abilities, regardless of societal pressures to conform. It is a poignant story that encourages readers to examine their own prejudices and biases, ultimately reminding us of the importance of empathy and understanding in our interactions with others..

  Reviews for "Uncovering the Truth about the Witch of Duvx"

  1. John - 2 stars - The Witch of Duvx was a disappointment for me. The story started off promising, with an intriguing premise and a unique setting. However, as I delved deeper into the book, the plot became convoluted and confusing. The characters lacked depth and development, making it difficult for me to connect with any of them. The writing style was also a letdown, with excessive descriptions that slowed the pace of the story. Overall, I found The Witch of Duvx to be a lackluster read, and I wouldn't recommend it to others.

  2. Sarah - 1 star - I cannot express how much I disliked The Witch of Duvx. The storyline was dull and unoriginal, with predictable twists and turns. The dialogue felt forced and unconvincing, making it hard to become invested in the characters' conversations. Additionally, I found the writing to be lacking in eloquence and finesse, leaving me unimpressed. As a fan of the genre, I had high hopes for this book, but unfortunately, it fell far short of my expectations. I wouldn't waste my time or money on The Witch of Duvx if I were you.

  3. Michael - 3 stars - The Witch of Duvx had potential, but it ultimately fell flat for me. While the concept was interesting, the execution was lacking. The pacing felt off, with slow moments of exposition followed by rushed action scenes that left me feeling disconnected from the story. The characters were also underdeveloped, making it hard for me to care about their fates. I appreciate the author's attempt to create a unique world, but the world-building felt inconsistent and incomplete. Overall, The Witch of Duvx had its moments, but it wasn't a book I would recommend to others.

  4. Emily - 2 stars - The Witch of Duvx was a letdown. The plot had potential, but it was poorly executed. The story lacked coherence and was filled with unnecessary subplots that detracted from the main narrative. The writing style was also a struggle to get through, with clunky sentences and awkward dialogue. The characters felt flat and one-dimensional, making it difficult for me to become emotionally invested in their journey. I had high hopes for this book, but unfortunately, it didn't live up to them. I wouldn't recommend The Witch of Duvx to anyone looking for a captivating and well-written novel.

  The Witch of Duvx: Witchcraft in a Small Village