MODULE SPECIFICATION TEMPLATE
Instructions:
1. If the module is part of a programme of study in a University department, please
complete sections 1 and 2.
2. If the module is part of a programme of study in an Associate College, please
complete Sections 1 and 3.
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module:
HUMAN RIGHTS AND HUMAN EXPERIMENTS DURING THE COLD WAR, 1945-1989.
Proposer and Convenor: Prof. U. Schmidt
2. The Department which will be responsible for management of the module: School of History
3. The Start Date of the Module:
2008/09
4. The cohort of students (onwards) to which the module will be applicable:
Third year Single Honours and Joint Honours History students.
5. The number of students expected to take the module: 15
6. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal:
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]):
[H]
8. The number of credits which the module represents: 60 credits
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters
award
9. Which term(s) the module is to be taught in (or other teaching pattern):
Each part is a 30
credit module, to be taught in Periods I (Autumn term) and II (Spring term)
10. Prerequisite and co-requisite modules: Parts I & II are co-requisites, otherwise none. Available
only to SH and JH History students
11. The programmes of study to which the module contributes: BA in Single Honours History;
Joint Honours History; History and Archaeology; European History.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
1. acquired a firm understanding of the historiography and historical context of human rights in
human experiments during the Cold War, with a particular emphasis on the United Kingdom and
the United States (School of History, Learning Outcomes A and C)
2. become familiar with the primary sources of the period, their use and abuse, and the limitations
within which historical interpretation is possible (School of History, Learning Outcomes B and C)
3. further developed their reflective and analytical skills, their critical thinking and their ability to
contextualise and interpret a variety of material for the subject (School of History, Learning
Outcomes B and C)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Students will have:
1. further developed a critical understanding of different historical approaches and degrees of bias
as well as of the methodological complexities in the historical record itself (School of History,
Learning Outcomes A and B)
2. enhanced students’ ability to express complex ideas and arguments orally and in writing, skills
which can be transferred to other areas of study and employment (School of History, Learning
Outcomes A, B and D)
3. worked independently on primary material of their own choosing (School of History, Learning
Outcomes A and B)
4. enhanced communication, presentational skills and information technology skills (School of
History, Learning Outcome D)
14. A synopsis of the curriculum
The Special Subject examines the history of human rights in human experimentation during the Cold
War, and traces the development of biological and chemical warfare research from the Second World
War through to Allied military research in the 1950s and 1960s. It charts continuity and change in the
development of medical ethics standards in modern military research on humans, and assesses the
extent to which research subjects were informed of the risks involved in the research. The module
explores Allied war-time research and the international response to news of Nazi medical atrocities.
The Nuremberg Medical Trial and the Nuremberg Code are important milestones in the history of
informed consent and modern medical ethics. The module looks at the Nuclear testing programme
that was conducted by the United States and the United Kingdom in the 1950s, and investigates in
detail the evolving chemical warfare programme at Porton Down in the United Kingdom where one of
the servicemen, Ronald Maddison, died from exposure to the nerve agent sarin in 1953. The history of
research into incapacitants and biological warfare agents is located into a wider context of an evolving
system of medical ethics in which non-therapeutic experiments without consent were increasingly seen
as unethical and unlawful. Finally, the attempts by veteran groups for recognition and compensation
will be examined as part of a wider political history of the Cold War which has shaped our
understanding and memory of the more recent past.
Week 1.
Week 2.
Week 3.
Week 3.
Week 4.
Week 5.
Week 6.
Week 7.
Week 8.
Week 9.
Week 10.
Week 11.
Week 12.
Introduction
Allied War-Time Research
Human Experiments and Medical War Crimes
Medical Ethics and the Nuremberg Legacy
The Nuclear Testing Programme
Cold War at Porton Down
Reading Week
The Death of Ronald Maddison
Biological Warfare Research
The Declaration of Helsinki
Research into Incapacitants in the 1960
Veterans and the Politics of Compensation
Human Rights in Medical Experiments: Helsinki and Beyond
15. Indicative Reading List
Balmer, B., Britain and Biological Warfare (2001)
Cooter, R., Harrison, M., Sturdy, S., Medicine and Modern Warfare (1999)
Hammond, P.M., Carter, G.B., From Biological Warfare to Healthcare (2002)
Moreno, J.D., Undue Risk. Secret State Experiments on Humans (1999)
Moreno, J.D., Mind Wars. Brain Research and National Defence
Schmidt, U., Frewer, A.. (eds.), History and Theory of Human Experimentation (2007)
Schmidt, U., Justice at Nuremberg (2004)
Tröhler, U., Reiter-Theil, S. (eds.), Ethics Codes in Medicine (1998).
Tucker, J.B., War of Nerves. Chemical Warfare from World War I to Al-Qaeda (2006)
Wheelis, M. et al. (eds.), Deadly Cultures. Biological Weapons since 1945 (2006)
16. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of the
intended learning outcomes
The module will be taught through introductory lectures and weekly seminars. Supported by a variety
of audio-visual aids (power-point, Web-CT, CD-Rom, OHP, and video presentations), the lectures
distil essential information and provide a historical context for the students’ weekly seminar readings
(Learning Outcome 5.I). Moreover, the lectures attempt to stimulate interest, and to suggest further
avenues for research and discussion.
In the first term each seminar will be devoted to the study of a theme which students will prepare for
by reading the secondary literature and in a selection of primary sources. Students will be asked to
study the development of human rights in human experiments during the Cold War within their
coursework assignments. These seminars will contribute especially to the learning outcomes 5c (1 and
2), 5d (1, 2 and 4).
In the second term the early seminars will focus on the range of sources available for the study of
human rights in human experiments during the Cold War in the period under investigation. Students
will then work in small groups of two or three on a research project which will be presented in the
final two weeks of the term. This work, and the skills students will acquire in undertaking it, will
contribute to the learning outcomes 5c (1-3), 5d (2-4).
Hours of study: 20 hours per week
Contact hours: 3 hours per week, including 3 introductory lectures and 11 seminars per term
The seminar group will be kept to a maximum of 15 students
17. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
The module uses a variety of formative and summative methods to assess students’ learning and
learning outcomes. Part I will be assessed by coursework (40%, two essays and a seminar mark
equally weighted) and a 3-hour exam (60%) which gives students’ the opportunity to benefit from
both continuous feedback and grade-assessment. The assessment methods in Part I relate especially to
the testing of the learning outcomes 5c (1 and 2), 5d (1 and 2).
Part II will be assessed entirely by coursework, made up of a presentation on the research project, and
a 10,000 word dissertation on the research carried out in the context of the existing literature. The
assessment methods in Part II relate to the testing of the learning outcomes 5c (2 and 3), 5d (1-4).
Informal feedback will be sought as the module progresses. There will be a formal questionnaire at
the end of it. On the basis of it, a report will be made to the School's Teaching Committee, which will
in turn report both to the Staff/Student Consultative Committee and to the School Board.
18. Implications for learning resources, including staff, library, IT and space
There are no implications for learning resources other the acquisition of the relevant reading material
for the library. The module will be taught by Prof. U. Schmidt.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning
and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
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Head of Department
Date
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Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved
the introduction of the module and will be responsible for its resourcing"
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Nominated Responsible Officer of the Associate
Date
College
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Print Name
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Post
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Associate College