Witchcraft & Demonology in Early Modern Europe & Its Colonies (HIST2411)

Course overview

This course analyses the concepts of witchcraft and demonology that permeated early modern Western European culture from the late fifteenth century to the early eighteenth century, and which bred fear and anxiety, ultimately resulting in the persecution and execution of some of the most vulnerable members of society. Focusing on case study examples of witchcraft in early modern Europe, the British Isles, and the American colonies from the 1450s to 1700s, this course examines how communities and individuals negotiated the earthly, spiritual and supernatural necessities of life and death. Using a diverse range of innovative social and cultural history approaches, as well as primary source evidence, it explores the period through key early modern themes: religion; heresy and superstition; communities and individuals; class or sorts of people; healing and medicine; violence and upheaval; and gender.

Welcome to HIST2411 Witchcraft and Demonology, where we will analyse the concepts of witchcraft and demonology that permeated early modern Western European culture from the late fifteenth century to the early eighteenth century, breeding fear and anxiety, and resulting in the persecution and execution of some of the most vulnerable members of society.

Focusing on case study examples of witchcraft in early modern Europe, the British Isles, and the American colonies from the 1450s to 1700s, we examine how communities and individuals negotiated the earthly, spiritual and supernatural necessities of life and death. How did the early modern institutions of the Christian Church and state interact with communities to include or exclude individuals on the grounds of witchcraft and demonology accusations? Who were the victims of witchcraft acts, and what forms did these acts take? Who were the perpetrators, and from which levels of society did they come? What role did political and religious contexts play in witchcraft persecutions? What processes were used to determine whether acts of witchcraft had occurred, and on what grounds were perpetrators condemned or acquitted? Were early modern women more likely than men to be accused of witchcraft and subjected to torture and execution? ﾠ

Using a diverse range of innovative social and cultural history approaches, as well as primary source evidence, we explore this period through key early modern themes: religion; heresy and superstition; communities and individuals; class or sorts of people; healing and medicine; violence and upheaval;ﾠand gender. Given the prevalence of witchcraft and demonology in the popular culture of the twenty-first century, how have the histories and memories of the early modern past been recast for popular consumption today?

Course requirements

Incompatible

You can't enrol in this course if you've already completed the following:

HS253, HT354

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Aims and outcomes

Students completing HIST2411 Witchcraft and Demonology will gain a greater critical understanding of the social and cultural realities of witchcraft and demonology in the early modern world.

We will explore aspects of this history for early modern Europe, the British Isles and the American Colonies between the 1450s and 1700s, by focusing on sevenﾠkey themes: religion; heresy and superstition; communities and individuals; class or sorts of people; healing and medicine; violence and upheaval; and gender. Early modern communities defined themselves and the boundaries of their populations as much by those men, women and children from all levels of society they chose to include, as by those from certain levels of society they excluded.

This course examines the complexity of early modern life, and discusses the diverse opinions common to all levels of early modern society regarding issues of religion, social status, gender, politics, and race, that informed understandings of witchcraft and demonic possession. The most vulnerable members of society fell between the cracks of what constituted conventional communities, found themselves ignorant of religious change, and thus at the mercy of not only public opinion, but also the theological beliefs of the church, and the criminal codes of the state.

We examine elite witchcraft debates as well as popular witchcraft beliefs, and consider the role of politics and gender in witchcraft persecutions.We study early modern witchcraft and demonology from the perspective of key issues that demonstrate how societies in the past had to grapple with codes of behavior (including hysteria), perceived individual and collective rights, differing views on piety and non-conformity, conflict and violence.

Starkly apparent are the profound individual and collective changes and experiences that shattered community life when events such as demonic possession, or accusations and persecutions of witchcraft occurred.

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

Assessment details

Primary Source Analysis

Mode

Written

Category

Essay/ Critique

Weight

15% 500 words

Due date

28/03/2025 2:00 pm

Task description

Submission guidelines

Submit via Turnitin in the course Blackboard.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

The 2pm deadline applies to all extensions.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Essay

Mode

Written

Category

Essay/ Critique

Weight

40% 1500 words

Due date

23/05/2025 2:00 pm

Task description

Submission guidelines

Submit via Turnitin in the course Blackboard.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

The 2pm deadline applies to all extensions.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Take Home Exam

Mode

Written

Category

Essay/ Critique

Weight

35% 1000 words

Due date

13/06/2025 2:00 pm

Other conditions

Time limited.

See the conditions definitions

Task description

Submission guidelines

Submit via Turnitin in the course Blackboard.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

The 2pm deadline applies to all extensions.

Late submission

You will receive a mark of 0 if this assessment is submitted late.

Tutorial Participation

Mode

Activity/ Performance

Category

Participation/ Student contribution

Weight

10%

Due date

3/03/2025 - 23/05/2025

Assessed at weekly tutorials.

Task description

Submission guidelines

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

Primary Source Analysis Assessment Criteria

Your analysis will be assessed according to the following criteria: 

1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.

To achieve a grade of 7 (High Distinction, 85–100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated, and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 6 (Distinction, 75–84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.

To achieve grade of 5 (Credit, 65–74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.

To achieve a grade of 4 (Pass, 50–64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.

To achieve a grade of 3 (Marginal Fail, 45–49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.

To achieve a grade of 2 (Fail, 25–44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.

 To achieve a grade of 1 (Low Fail, 0–24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.

Essay Assessment Criteria

Your essay will be assessed according to the following criteria: 

1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.

To achieve a grade of 7 (High Distinction, 85–100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 6 (Distinction, 75–84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 5 (Credit, 65–74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.

To achieve a grade of 4 (Pass, 50–64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.

To achieve a grade of 3 (Marginal Fail, 45–49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.

To achieve a grade of 2 (Fail, 25–44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria.

To achieve a grade of 1 (Low Fail, 0–24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.

Take-Home Exam Assessment Criteria

Students will be assessed according to the following criteria:

1. Ability to construct a well-reasoned argument.
2. Evidence of understanding of central issues.
3. Ability to form a well-structured essay. 
4. Engagement with academic sources and evidence, as required. 
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax; appropriately referenced if required.

To achieve a grade of 7 (High Distinction, 85–100%), your take-home exam essay should demonstrate an exceptional level of rigour in argumentation and understanding of issues, exceptional organization of material, extensive research, and insightful and creative discussion. The written expression and presentation should be excellent and follow discipline conventions.

To achieve a grade of 6 (Distinction, 75–84%), your take-home exam essay should demonstrate an advanced level of rigour in argumentation and understanding of issues, very good organisation of material, wide research, and a capable synthesis of research materials. The written expression and presentation should be very good and follow discipline conventions.

To achieve a grade of 5 (Credit, 65–74%), your take-home exam essay should demonstrate a proficient level of rigour in argumentation and understanding of issues, good organization of material, a good level of research, and synthesis of research materials. The written expression and presentation should be good and largely follow discipline conventions.

To achieve a grade of 4 (Pass, 50–64%), your take-home exam essay should demonstrate a basic level argumentation, a fundamental understanding of issues, adequate organisation of material, a basic level of research, and an adequate synthesis of research materials. Your written expression and presentation should be satisfactory and follow discipline conventions. 

To achieve a grade of 3 (Marginal Fail, 45–49%), your take-home exam essay will demonstrate that your attempt, while underdeveloped and falling short of a pass, shows your emerging ability to apply basic knowledge and skills. Your argumentation and understanding of issues will be superficial, your material poorly organised and synthesis of research materials limited. Your written expression and presentation should be adequate and should attempt to follow discipline conventions.

To achieve a grade of 2 (Fail, 25–44%), your take-home exam essay will demonstrate that your argumentation and understanding of issues was deficient, that your research was limited and/or poorly organised and explained, and that you did not understand fundamental aspects of the course. Your writing will be poor and/or inappropriate, and will not follow discipline conventions.

To achieve a grade of 1 (Low Fail, 0–24%), your take-home exam essay will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. You will not have mounted sound arguments and/or understood relevant issues. Your research will be limited and inadequately explained. Your essay will be poorly organised and/or poorly written, and will not follow discipline conventions.

Tutorial Participation Assessment Criteria

Your tutorial participation will be assessed according to the following criteria: 

1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students. 
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.

To achieve a grade of 7 (High Distinction, 85–100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.

To achieve a grade of 6 (Distinction, 75–84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.

To achieve a grade of 5 (Credit, 65–74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.

To achieve a grade of 4 (Pass, 50–64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.

To achieve a grade of 3 (Marginal Fail, 45–49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.

To achieve a grade of 2 (Fail, 25–44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.

To achieve a grade of 1 (Low Fail, 0–24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

• Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
• By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
• All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
• A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
• It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
• Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
• Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
• For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Find the required and recommended resources for this course on the UQ Library website.

Additional learning resources information

Further reading suggestions and resources are listed on the course Blackboard site.

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

• Student Code of Conduct Policy
• Student Integrity and Misconduct Policy and Procedure
• Assessment Procedure
• Examinations Procedure
• Reasonable Adjustments - Students Policy and Procedure

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.