As individuals, we experience sickness and wellness in personal terms, but these conditions have always had wider dimensions. What factors have led to changing experiences of health and illness in history, and why have some groups fared better or worse than others?

More than the history of bodies and medicine, this course provides cultural, economic, environmental, legal, political and social perspectives on various forms of sickness – from smallpox, plague and cholera to venereal disease, alcoholism and AIDS. Students will also learn how health policies and practices have produced distinct outcomes in different regions and periods.

Science and medicine have conquered many diseases over recent centuries. But trade, exploration, colonisation, mass migration, environmental exploitation, industrialisation, war, urbanisation, political ideologies and international relations have exerted greater influence, and these factors continue to shape patterns of sickness and wellness.

Power and authority sit at the heart of the relationship between illness and wellbeing. This course considers that theme by asking: how have different forms of illness and evolving health measures exposed, created and levelled inequalities? Additional questions include: What strategies have been authorized to combat illness in the pursuit of public health? Under what circumstances did health come to be considered a right?

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. identify and analyse how power and authority have shaped the history of sickness and health from the premodern period to the present;
2. demonstrate a capacity to analyse sickness and health through the lenses of cultural, economic, environmental, legal, political and social history;
3. undertake original research using primary and secondary sources;
4. formulate evidence-based arguments in written submissions; and
5. demonstrate comprehension of course lectures and written materials in oral discussions.

Research-Led Teaching

This course draws on the expertise of three scholars engaged in research on the themes of power and authority in relation to the history of public health. Students will be led to explore primary sources to conduct original research based on topics of their own choosing, within prescribed guidelines.

Field Trips

None

Additional Course Costs

None

Examination Material or equipment

The examination will take place in the exam period and take the form of an online 'take-home' exam, based on assigned course readings and tutorial activities.

Required Resources

The resources required are readings that may be downloaded from the course Wattle site. Further readings are accessible through the ANU library system or the National Library of Australia or through public websites.

Recommended Resources

Students should have access to the internet through a laptop, tablet or desktop computer. Students without those resources should arrange for on-campus or off-campus access at prescribed times.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Sickness and Health: Power and Authority in Historical Perspective	Complete tutorial readings and participate in tutorials by preparing to answer posted questions.
2	Pestilence – The Dynamics of Black Death (Dr. Tania Colwell)	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. First week to post on Forum. Lecturer: Dr. Tania Colwell
3	Divining Death and Avoiding Disease: Plague in the Early Modern Period (Dr. Mark Dawson)	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. First week to submit a course 'Forum' post to connect lectures to readings. Lecturer: Dr. Mark Dawson
4	Empires of Illness – Sickness, Health and Colonisation (Dr. Mark Dawson)	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. Complete in-class quiz. Lecturer: Dr. Mark Dawson
5	Sewage and Sanitation – Spreading and Stemming Disease	Complete tutorial readings and participate in tutorials by preparing to answer posted questions.
6	Making Medical Authority: Germ Theory and Common Sense	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. Submit primary source essay by 28 March.
7	The Social Evil – Regulating and Containing Venereal Disease	Complete tutorial readings and participate in tutorials by preparing to answer posted questions.
8	Purifying ‘the race’ – Eugenics as Public Health	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. Present research essay topic in tutorial.
9	Fighting Flu – Influenza as Enemy	Complete tutorial readings and participate in tutorials by preparing to answer posted questions.
10	Weaponising Sickness: Germs, Warfare and Ideology	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. Submit research essay by 16 May.
11	Unhealthy Pleasures – Drugs, Alcohol, Tobacco, Sex (lectorial)	Participate in lectorial during posted lecture time. Complete tutorial readings and participate in lectorial by preparing for class debate. Final week to submit a course 'Forum' post to connect lectures to readings.
12	World Health, Local Inequalities	Complete tutorial readings and participate in tutorials by preparing to answer posted questions. Prepare for online exam.

Tutorial Registration

Students must register through the course Wattle site, either for an online tutorial (Zoom) or an in-person tutorial held on campus on specified times and days.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Primary source essay	20 %	28/03/2022	1,2,3,4
Research Essay: Historical case study of sickness and health.	30 %	16/05/2022	1,2,3,4
In-class Quiz	10 %	16/03/2022	1,2
Tutorial participation	10 %	*	1,2, 5
Final Examination	30 %	*	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation will be evaluated by the quality of students’ responses to the questions posted for each week’s readings. Ensure that you attend tutorials having completed the readings and considered the posted discussion questions.

The participation grade is not assessed on the basis simply of attending tutorials; however, attending tutorials and taking part in discussions is essential to participate.

Participation is also assessed by the quality of TWO primary source uploads to the Wattle Site’s ‘forum’ section, ONE in Weeks 2-6 and ONE in Weeks 7-11. Each post must explain the choice of source (text or image) and make a connection between one of the assigned secondary readings for your chosen week and one theme or key issues raised in that week's lecture.

Forum posts (75-100 words max.) should be uploaded PRIOR to the start of your tutorial and you should be prepared to discuss your selection in the tutorial. In advance of tutorials, students should review other students’ postings and be prepared to comment on them in tutorials.

Examination(s)

The final 'open-book' exam will cover the entire course (lectures and readings). It will require synthesis of the assigned materials discussed throughout the semester. It will take place during the scheduled examination period. More information will be provided in the Week 12 lecture and preparation tips will be provided in the tutorials.

Assessment Task 1

Primary source essay

Criteria: Choose one visual OR one written primary source, produced between the medieval period up to 1800. Images of historical objects (e.g. a blood-letting lance) may also be chosen, as long as you can document its source.

Question: How does this source help to illuminate the issues of power and authority in the history of sickness and health for this particular place and period?

To inform your analysis, draw on ONE of the course’s secondary readings from Week One to Week Four, plus AT LEAST ONE of the course’s ‘further readings’ from those weeks.

Your essay must include a list of references consulted (including a hyperlink to the primary source) and clearly attribute both primary and secondary sources in footnotes or endnotes. Follow the History Essay Guide for citation advice

Word limit: 1,000 words (excluding notes and bibliography).

Value: 20%

Due Date: 28 March 2021 10 a.m

Return Date: Wk. 7

You must select your primary source from a published primary source or digital archive:Using one visual OR one written primary source, produced PRIOR TO 1800, analyse how it address the issues of power and authority in the history of sickness and health. Use at least ONE of the course’s secondary readings from Week One to Week Four to inform your analysis.

Your essay must include a list of references consulted (including a hyperlink to the primary source) and clearly attribute the source of primary and secondary sources.Using one visual and one written source, analyse how they address the issues of power and authority in the history of sickness and health prior to 1800. Word limit 1,000 (excluding notes and bibliography).

Your essay must include a list of references consulted, and clearly attribute the source of primary and secondary sources.

Your selections must be drawn from an approved digitised historical archive.

Assessment Task 2

Research Essay: Historical case study of sickness and health.

Criteria: Conduct research, using primary and secondary sources, to produce a case study of a public health policy (e.g. quarantine) or strategy (e.g. vaccination). Select a jurisdiction and focus on a discrete period BETWEEN 1800 and the present. Your introduction must explain your choices and state your answer the question. 

Question: How did the public health policy or strategy you selected produce distinct outcomes for different groups?

 

You may focus on an infectious disease (e.g. plague, TB, smallpox, syphilis, influenza), or a non-communicable disease or disorder (e.g. cancer, diabetes, asthma, obesity, addiction, mental or physical disability). 

Your essay must include a list of references consulted (including a hyperlink to the primary source) and clearly attribute both primary and secondary sources in footnotes or endnotes. Follow the History Essay Guide for citation advice.

 

Word limit: 2300 words

Value: 35%

Due Date: 16 May 2021 10 a.m.

Return Date: 28 May

Assessment Task 3

In-class Quiz

This short quiz (20 minutes, held online in Week Four) will test students' comprehension of key concepts introduced in the first four lectures. It will be completed and submitted through the course Wattle site.

Assessment Task 4

Tutorial participation

Participation will be evaluated by the quality of responses to the questions posted for each week’s readings. Students should attend tutorials having completed the readings and considered the posted discussion questions.

 

The participation grade is not assessed on the basis simply of attending tutorials; however, attending tutorials and taking part in discussions is essential to participate.

 

Forum postings of Primary Sources

To enhance your understanding of readings and lectures, students must upload TWO posts of primary sources in the Wattle Site’s ‘forum’ section, ONE over Weeks 2-6 and ONE over Weeks 7-11. Your comment (100 words MAX) on your posted source (a text or image) must indicate its relevance and make a connection between a theme or key point made in the week’s lecture and ONE of the secondary readings.

Assessment Task 5

Final Examination

The final 'open-book' online exam will cover the entire course. It will require students to synthesise the materials they have read and discussed throughout the semester. It will be scheduled during the semester final exam period. More information will be provided in the Week 12 lecture and preparation tips will be provided in the tutorials.

Students should anticipate writing about 1600-1700 words to answer the exam question.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assignments will be marked within two to three weeks of submission. Final examinations are not returned.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assignments is not permitted.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students