History 314
Spring 2010
T/Th 11:00 am – 12:30 pm, PH215
Dr. Timothy Cuff
Patterson 115C, x6152
cufft@westminster.edu
Disease in U.S. History
Course Description
History 314 is an upper level course which seeks to provide advanced students of history the opportunity to study the
nature, course and impact of disease on and in the history of the United States. Attention will also be given to the
definition and perception of disease and change over time in both.After reviewing the history of disease across the
whole of U.S. history, the course examines the nature, course and impact of a series of particular diseases in substantial
depth.
Course Goals:
1) Students will gain a detailed understanding the nature, course and impact of disease on and in the history
of the United States. Attention will be paid to shifting definitions and perceptions of disease, the impact of
disease and reactions to it. Analysis will consider variation in the nature, course, perception, and impact
across social groups.
2) Students will develop a detailed understanding of the patterns of response to “new” disease across U.S.
history.
3) Students will gain an understanding of the nature of historical scholarship particularly as it applies to the
historiography of disease in U.S. history.
4) Students will be provided with the opportunity to improve their writing, research, and discussion skills.
Course Texts:
Grob, Gerald. The Deadly Truth: A History of Disease in America. Boston: Harvard University Press, 2002.
Rosenberg, Charles. The Cholera Years: The United States in 1832, 1849, and 1866. Chicago: University of
Chicago Press, 1987.
Additional readings as assigned. Students should anticipate considerable additional reading throughout the term.
Grading and Assignments
Examinations—There will be no examinations.
Reading Analyses and Summaries---Throughout the term students will be required to produce a series of 2-3
page analyses and summaries of assigned readings. Exact requirements for the format of the summaries will be
forthcoming although the format of these writing assignments likely will vary over the course of the term. These
assignments will account for 30 percent of the final grade
Final Project—Each student will complete a final project which will involve the creation of a critical annotated
bibliography and historiographical essay focused on one particular disease (or some aspect thereof) and its
presence/effects in the United States. This project will account for 40% of the final grade. Additional details on this
assignment will be available by March 1.
Class Participation— Thirty percent of the final grade will be based on class participation. Class participation
will be evaluated based on the extent of classroom discussion involvement and apparent preparation for class. (In some
instances, reading questions will be assigned for development. In other cases, students will be assigned to lead
discussions during class.), and a series of small out-of-class or in-class assignments to be presented in class. Students
missing more than 2 classes will see a reduction in their final grade.
Incomplete Grades–Incomplete grades will be awarded only when students contact Dr. Cuff in advance of assigned
due dates and explain the reasons for their failure to complete the assigned work on time. Failure to do so will result in
a lowered grade for the assignment. Unless all course requirements are fulfilled (or other arrangements are made) by
the end of the term you will receive an “F” for the course.
Deadlines–Assignments are due at the beginning of class on the day noted. Do not miss class trying to finish an
assignment. It will already be too late. Assignments handed in more than 5 minutes after the beginning of class will
be considered late.
Extra Credit–No “extra credit” will be given.
Reading–The assigned reading for a particular date should be completed prior to attending that day’s class. As a 300
level class, much of the work of the class will be a function of student discussion and involvement. Your ability to
comprehend lectures and benefit from discussions will be enhanced by having completed the assigned reading.
Students are responsible for being able to address (i.e. provide an answer/comment based on a thoughtful reading of
the material) every reading. (Each student will be given two “passes” (an opportunity to decline to comment on a
particular day’s readings) per term. Inability to address another day’s material will be the basis for reduction in the
participation grade.
Work Expectations–Anticipate an average of 2-3 hours’ worth of work outside of class for every hour spent in class
for this (and any) college course. You should expect 6-9 hours of outside work per week for this class. [Note:
Therefore, students registered for 15 credit hours should expect 30-45 hours worth of work outside of class each
week. In other words, college is a full-time job.]
Academic Integrity
“Central to the purpose and pursuit of any academic community is academic integrity. All members of the
Westminster community, including students, faculty, staff, and administrators, are expected to maintain the highest
standards of honesty and integrity, in keeping with the philosophy and mission of the College.” [Westminster College
Undergraduate Catalog, 2009-2010, p. 72.] In other words, as you learned in kindergarten, do your own work, keep
your eyes on your own paper, and treat others as you’d like to be treated.
As suggested in the portion of the College’s academic integrity policy cited above, (and described in full in the College
catalog), violations of the expectation of academic integrity will be dealt with seriously. Any work deemed to be
plagiarized will, at minimum, result in a grade of a zero for the assignment and potentially failure in the course.
Similar consequences will flow from other violations of the expectation of complete academic integrity. Additionally,
students should be aware that across the College and in this class, Internet based software operated by Turn-it-in.Com
will be in use at Westminster College. This software has been made available both to enable students to verify that
their writing is plagiarism free and by faculty to check student work for originality. While Dr. Cuff will not
necessarily use Turn-it-in.com for all assignments, be aware that any and all assignments are eligible for such review.
Needs for Special Accommodation
Students with special needs of a physical or academic nature should speak with Dr. Cuff so that accommodations,
consistent with college policy, can be instituted.
Office Hours –I will be available for student consultation (or friendly visits) on Monday and Wednesday, from 9:15 –
10:45 a.m.; and Thursday, from 2:00 p.m. – 3:30 p.m.; and other times by appointment. Please feel free to contact me
by email with questions or concerns at other times. Periodically, I will send assignment clarifications, notices,
and/or items of interest to each member of the class by email. Be sure to check your email several times each
week for such items.
…DRAFT…DRAFT…. DRAFT…DRAFT…. DRAFT…DRAFT…. DRAFT…DRAFT…. DRAFT…DRAFT….
Date
Jan 21
Jan 26
Jan 28
Feb 2
Feb 4
Feb 9
Feb 11
Feb 16
Feb 18
Feb 23
Feb 25
March 2
March 4
HIS314, Disease in U.S. History
Course Topic Schedule
Class Focus
Preparation for Class Meeting
Administration/Introduction
What is disease? Can it be conquered?
Grob, Preface, Prologue and Chapter 10
Kottow, “A Medical Definition of Disease”
Rosenberg, “The Tyranny of Diagnosis”
What is disease? Can it be conquered?
What is disease? Can it be conquered?
Disease at Contact and in the Early
Grob: Chapters 1-3
Colonies
Livi-Bacci, “Return to Hispaniola”
Cook, “Sickness, Starvation, and Death”
Disease at Contact and in the Early
Colonies
Disease at Contact and in the Early
Colonies
NO CLASS,
FIRST YEAR PROGRAM
CONFERENCE, DENVER, CO
Disease at Contact and in the Early
Merrens & Terry, “Dying in Paradise”
Colonies
Smith, “Life and Death in a Colonial
Immigrant City”
The Nineteenth Century: Economic
Grob: Chapters 4-6
Advance, Health Stagnation and Cycling
The Nineteenth Century: Economic
Haines, Craig, and Weiss, “The Short and
Advance, Health Stagnation and Cycling
the Dead”
The Twentieth Century: A New Society
and “New” Diseases
The Twentieth Century: A New Society
and “New” Diseases
March 9
March 11
March 16
March 18
SPRING BREAK, NO CLASS
SPRING BREAK, NO CLASS
SPRING BREAK, NO CLASS
The Twentieth Century: A New Society
and “New” Diseases
March 23
HISTORY DAY
March 25
2 Cholera
Grob: Chapters 7-9
Johansson, “Fogel and the History of
Mortality”
Fogel, “Long Term Processes”
Cutler and Miller, “Role of Public Health”
NO CLASS MEETING
WORK WITH DR. TWINING
Rosenberg: Introduction and Chapters 1-5
March 30
2 Cholera
Rosenberg: Chapters 6 – 9
3 The Influenza Pandemic of 1918
Student Presentations (Fetes, Kapraly (2),
Rice, Leonard)
April 1
April 6
Cholera
April 8
April 13
April 15
Tuberculosis
Tuberculosis
National Conference for Undergraduate
Research
Missoula, MT
April 20
Tuberculosis
April 22
AIDS
April 27
April 29
May 4
AIDS
AIDS
9 Student Presentations
May 6
9 Student Presentations
May 11
May 12
Reading Day
Final Examination Period
NO CLASS MEETING