Why did witchcraft persecutions take place in Early Modern Europe or British colonies in North America? How have historians attempted to explain the causes and effects of the witchcraze?

These are the requirements It is a Historiographical essay and needs Chicago format and can you use the sources provided Students will demonstrate their mastery of the learning objectives and associated skills developed in the course by responding to their choice of a historical issue posed in Week 1. In the first part of the project, students evaluate the historiography of the issue, that is, how the issue has been examined in historical scholarship over time. The second part of the project requires students to analyze a primary source document relevant to the chosen historical issue. Students will demonstrate the ability to: Identify key elements of the theory and practice of historical writing Assess the different ways historians have investigated and responded to historical issues Apply historiography to historical analysis Identify the types of primary sources historians analyze Assess the different theoretical approaches historians use when analyzing primary sources Apply primary source analysis skills to the development of historical analysis Historical Issues: Why did witchcraft persecutions take place in Early Modern Europe or British colonies in North America? How have historians attempted to explain the causes and effects of the witchcraze? Part One: Historiography: Identification, Assessment and Application Prior to completing this portion of the assignment, students should reflect upon the concept of historiography, as discussed in Chapter 3 of Tosh, the video by Bowles, and related content throughout the course. Using the sources within the course, the Annotated Bibliography from Week 3 and the outline from Week 4, students will write a five- to seven-page historiographical essay (Links to an external site.)Links to an external site. on the secondary sources chosen for this project. In this section, students must Identify the thesis and key elements of each author’s argument. Identify debates between scholars with regard to the historical issue under consideration. Identify the source materials the authors are using (both primary and secondary). Explain the methods, methodologies, or theoretical approaches the authors are employing. Explain the reasons how or why a given scholar’s approach might produce a different interpretation than that found in another study. Explain how scholars have built upon, supported, critiqued, or dismissed the positions presented in prior studies. Explain why one author’s interpretation might be more convincing than that of another. Explain how or why each study provides a unique answer to the historical question under consideration to enhance the understanding of the issue. Identify questions or areas of research that require further examination. Part Two: Primary Source Analysis: Identification, Assessment and Application Prior to completing this portion of the assignment, students should review the course materials presented in Weeks 2 and 3, along with Tosh, Chapters 4 and 5. Building on the initial primary source analysis exercise in Week 2, students will write a two- to three-page primary-source analysis essay on the primary source they have chosen for this project. The essay must have a formal introduction with thesis statement, body paragraphs that present evidence-based analysis of the source, and a formal conclusion that emphasizes the key elements of the argument. In this section, students must Explain how the chosen source provides insight into the historical issue explored in Part One of the assignment. Apply the methods, methodologies, or theoretical approaches explored in this course to analyze the chosen source. Write an analytic essay addressing how or why the source provides evidence that explains a key element or theme relevant to the chosen historical issue. This analysis should address the significance of the following elements: Type of source Specific historical context within which the source was created Author Author’s intent or motivation for writing Author’s bias or preconceptions Audience, whether intended or actual Reception or impact Relative strengths and limitations of the source Broader theme or issue the source addresses