Justifying the Salem trials

Summary : This activity comprises three exercises (Activities 3, 4 and 5). The first requires students to try to think about how those in power can justify the suspension of human rights. For the second students will decide what measures they would put in place to protect the UK from a terrorist attack if they were Prime Minister. The final exercise guides them to an opinion of the current anti-terrorism legislation.

Learning Objective : To consider the way in which societies respond to threats and whether it is sometimes justifiable to compromise the rights of individuals for the good of society at large.

Key Words : Perceived threat, appropriate response, minority, majority, suspension of rights, terrorism, suspect, detain, human rights

Key Questions : How could Danforth and the other prosecutors in the Salem trials justify their actions? Is it ever right to suspend individual rights to protect the majority? What measures should be put in place to protect people from the threat of terrorism? What do you think of current anti-terrorist measures?

National Curriculum Links : KS4 Citizenship Programme of Study: 1a, 2b, 2c, 3a

Guidance on how to carry out Activity Three in class:

Starter : Introducing the concept of perceived threat Ask students what sorts of people or things might harm them and create mind map on the board. Examples of people might include: each other (bullying), themselves (self harm, anorexia etc), their families, strangers, gangs, paedophiles, terrorists. Examples of things might include: drugs, guns, cars and knives. Point out that self-harm or family abuse are more common than the other threats mentioned. Ask students if they can define terrorism and or a terrorist. Ask whether they perceive terrorism as a threat to themselves. This exercise should be run as a discussion with students capturing definitions of terrorism from books.

Activity: Justifying the Salem trials

In this activity, students are able to turn the tables on Judge Danforth by making him justify his actions. The worksheets provided can be used either as prompts for a role play or as scaffolding for a piece of written work. It would be advantageous if students could watch the video clip Role of Danforth before undertaking this task. There are two worksheets – Worksheet 1: “Danforth; Defence Case Notes” (see attachment below) provides notes for a student who wishes to either play Danforth in role-play or write an essay or speech justifying his actions.

Worksheet 2 “Danforth; Prosecution Case Notes” (see attachment below) can be used for a student acting as a prosecutor in a case against Danforth or for a piece of written work criticising his actions. If run as a role play, teachers should appoint a jury to decide what Danforth is guilty of and what his punishment should be.