Philippa Levine

This course explores the ethics of scientific experimentation on humans in the 19th and 20th centuries. The Nuremberg code of the late 1940s will act as a pivotal historical marker in the course, and students will be encouraged to ask how far the principles of informed consent to which it gave rise changed the scientific landscape. The course will consider both medical and scientific projects and will focus largely on case studies. These may include experiments conducted on convicts, children and slaves. The course will also explore chemical warfare testing and radiation experiments; compulsory sterilization, and deception. Students will study science not only as an enterprise with a history, but a history closely tied to prevailing social values.


Readings will be provided online and grading will be based principally on a series of short take-home debate papers.

This course will explore the diverse variety of genetic and eugenic practices that began to emerge early in the 20th century and which remain, in contemporary reprogenetic practice, of vital importance today. While the most famous examples of eugenic policy remain those implemented in Nazi Germany and the infamous sterilization laws in the US and elsewhere during the inter-war years, in reality eugenic science influenced research, law, and social policy on every continent throughout the 20th century. Its legacy is often to be seen in today’s genetic research. The course will trace the radical changes in the field of genetics since the early the 20th century and consider the debate over the relationship between eugenics and modern genetics.

The course will range across a wide geographical area, looking at eugenic and genetic practice in Asia, Africa, and Latin America as well as Europe and North America.

Core Text
Philippa Levine, Eugenics: A Very Short Introduction (2017)

This course explores the ethics of scientific experimentation on humans in the 19th and 20th centuries. The Nuremberg code of the late 1940s will act as a pivotal historical marker in the course, and students will be encouraged to ask how far the principles of informed consent to which it gave rise changed the scientific landscape. The course will consider both medical and scientific projects and will focus largely on case studies. These may include experiments conducted on convicts, children and slaves. The course will also explore chemical warfare testing and radiation experiments; compulsory sterilization, and deception. Students will study science not only as an enterprise with a history, but a history closely tied to prevailing social values.

Texts may include:


Susan Lederer, Subjected to Science: Human Experimentation in America Before the Second World War (Johns Hopkins University Press, 1995).



Jordan Goodman, Anthony McElligott, and Lara Marks, Useful Bodies: Humans in the Service of Medical Science in the Twentieth Century (Johns Hopkins University Press, 2003).



1. J. Annas and M. A., Grodin, The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation (Oxford University Press, 1992).


Grades will be based on a series of written papers

Britain in the Victorian age has been subject to a great deal of myth-making. It is often seen as a prudish age in which women were kept in the home and children were seen and not heard. This course will offer a more realistic view of the period, as well as exploring how such visions of the Victorian era came about in the twentieth century.

The course is intended to introduce students to the main contours of social and cultural British history both in Britain and in its burgeoning empire. It will examine the paradoxes and contradictions that characterize late eighteenth and nineteenth-century British society, and explore what the idea of “being British” might be said to mean at this time. ‘The World of the Victorians’ offers a broad survey of Victorian social and cultural history, and will include such topics as religion, sexuality, gender, class, family life, the countryside and the city, science and society, and much more.

This course will explore the diverse variety of genetic and eugenic practices that began to emerge early in the 20th century and which remain, in contemporary reprogenetic practice, of vital importance today. While the most famous examples of eugenic policy remain those implemented in Nazi Germany and the infamous sterilization laws in the US and elsewhere during the inter-war years, in reality eugenic science influenced research, law, and social policy on every continent throughout the 20th century. Its legacy is often to be seen in today’s genetic research. The course will trace the radical changes in the field of genetics since the early the 20th century and consider the debate over the relationship between eugenics and modern genetics.

The course will range across a wide geographical area, looking at eugenic and genetic practice in Asia, Africa, and Latin America as well as Europe and North America.
Core Texts
Philippa Levine, Eugenics: a Very Short Introduction (2017)
Siddhartha Mukherjee, The Gene: An Intimate History (2016)

Book extracts and articles from scholarly journals will also be assigned; these are listed in the relevant weeks below.

Students will also read historical primary sources in the form of older (no longer used) textbooks in these fields (e.g. Paul Popenoe and Roswell Johnson, Applied Eugenics (New York: Macmillan, 1918) and James V. Neel and William J. Schull, Human Heredity (Chicago, IL: University of Chicago Press, 1954)
Grading Policy
The course will be graded on the basis of one in-class mid-term (20% of grade), two five-page papers (30% each), and class participation (20%). The take-home assignments will be made available on Canvas two weeks before each is due. The in-class exam will test basic knowledge of the subject and the ethical issues at the heart of the course, while the take-home papers will rely on case studies fashioned around the ethical issues and consequences of the topic (and thus fulfilling the E&L flag requirements).  Organized classroom debates will be frequent and the class participation grade will be derived from these occasions.

Grading will be on a plus/minus scale. Grades ending in .5 or above will be rounded up; grades ending in .49 and below will not.

In grading written work, I will look at depth of analysis (to distinguish between the implications of the readings versus simple summaries of the texts), ability to synthesize, insights from a variety of different texts, and quality of writing.  


Topic areas
Week 1: Introduction & Research Methods
Hilary Rose, ‘Eugenics and Genetics: The Conjoint Twins?’ New Formations (2006)

Week 2: Varieties of Eugenics
Extracts from Nancy Leys Stepan, The Hour of Eugenics: Race, Gender, and Nation in Latin America (1992)
Extracts from Daniel J. Kevles, In the Name of Eugenics (1995)
Paul Weindling, ‘Compulsory Sterilisation in National Socialist Germany, ‘German History 5 (1987)

Week 3: The Origins of Genetics
Extracts from Elof Carlson, Mendel's Legacy: The Origin of Classical Genetics (2004)
R. Olby, ‘William Bateson's introduction of Mendelism to England: A Reassessment,’ British Journal for the History of Science 20 (1987)
S. F. Gilbert, ‘Bearing Crosses: The Historiography of Genetics and Embryology,’ American Journal  of Medical Genetics 76 (1998)
Staffan Müller-Wille and Marsha L. Richmond, ‘Revisiting the Origin of Genetics,’ in Heredity Explored: Between Public Domain and Experimental Science, 1850-1930 (2016)

Week 4: Eugenics in America
Extracts from Nicole Hahn Rafter, White Trash: The Eugenic Family Studies, 1877–1919 (1988)
Extracts from Paul Lombardo (ed.), A Century of Eugenics in America: From the Indiana Experiment to the Human Genome (2011)

Week 5: Eugenics across the World
Sumiko Otsubo and James R. Bartholomew, ‘Eugenics in Japan: Some Ironies of Modernity, 1883–1945,’ Science in Context 11 (1988)
Extracts from Francesco Cassata, Building the New Man: Eugenics, Racial Science and Genetics in Twentieth-Century Italy (2011)
Marius Turda, ‘“To End the Degeneration of a Nation”: Debates on Eugenic Sterilization in Inter-war Romania,’ Medical History 53 (2009)

Week 6: Genetics Comes of Age
Leslie Roberts, ‘Controversial from the Start,’ Science 291 (2001)
Naomi Attar, ‘Raymond Gosling: the man who crystallized genes,’ Genome Biology 14 (2013)
Extracts from Nikolai Krementsov, International Science Between the World Wars: The Case of Genetics (2005)
M. Susan Lindee, ‘Genetic Disease Since 1945,’ Nature Reviews: Genetics 1 (2000)

Week 7:
Human Heredity
Extracts from Mike Hawkins, Social Darwinism in European and American Thought, 1860-1945: Nature as Model and Nature as Threat (1997)
Extracts from Stephen Jay Gould, The Mismeasure of Man (1981)
Diane Paul, ‘Did Eugenics Rest on an Elementary Mistake?’ in her The Politics of Heredity
Essays on Eugenics, Biomedicine, and the Nature-Nurture Debate (1998)

Week 8: REVISION SESSION & IN-CLASS EXAM

Week 9: War, Nuremberg and Eugenics
Extracts from Paul Weindling, Nazi Medicine and the Nuremberg Trials: From Medical War Crimes to Informed Consent (2005)
Gordon Chang,  ‘Social Darwinism versus Social Engineering: The 'Education' of Japanese Americans during World War II,’ in Amir Weiner (ed.) Landscaping the Human Garden: Twentieth-Century Population Politics in a Comparative Framework (2003)
Extracts from Henry Friedlander, The Origins of Nazi Genocide: From Euthanasia to the Final Solution (1997)

Week 10: The Population Bomb and the New Family Planning
Extracts from Ian Dowbiggin, The Sterilization Movement and Global Fertility in the Twentieth Century (2008)
Alison Bashford, ‘Nation, Empire, Globe: The Spaces of Population Debate in the Interwar Years,’ Comparative Studies in Society and History 49, no. 1 (2007)
Veronica Pearson, ‘Population Policy and Eugenics in China,’ British Journal of Psychiatry 167 (1995)

Week 11: The Rise of Reprogenetics
Extracts from Lyn Morgan, Icons of Life: A Cultural History of Human Embryos (2009)

Week 12:  Genetic Screening and Counselling and the Science of Disability
Extracts from Alexandra Stern, Telling Genes: The Story of Genetic Counseling in America (2013)
Extracts from Ruth Schwartz Cowan, Heredity and Hope: The Case for Genetic Screening (2008)

Week 13: Making Better Babies?
Extracts from Martin Pernick, The Black Stork: Eugenics and the Death of Defective Babies in American Medicine and Motion Pictures since 1915 (1999)
Julian Savulescu and Ingmar Persson, ‘Moral Enhancement, Freedom and the God Machine,’ Monist 95 (2012)
Extracts from John Harris,  Enhancing Evolution: The Ethical Case for Making Better People (2007)

Week 14: Class, Race and Genetics
Extracts from Michael Yudell, Race Unmasked: Biology and Race in the Twentieth Century (2014)
Extracts from Rebecca Skloots, The Immortal Life of Henrietta Lacks (2011)
W. Provine, ‘Geneticists and the Biology of Race Crossing’, Science 182 (1973)

Week 15: What’s Next for Genetics?
Extracts from Steven Lipkin, The Age of Genomes: Tales from the Front Lines of Genetic Medicine (2017)
Extracts from Hilary Rose, Genes, Cells, and Brains: The Promethean Promises of the New Biology
(2014)

This class will consider the course of British history over the twentieth century, a time in which Britain moved from considerable authority in the world to a much reduced status, politically and economically most especially. Since so much of Britain’s power derived from its extensive imperial possessions, the British Empire is as central to this course as are considerations of domestic British history. Alongside this global decline, however, the twentieth century saw dynamic change in British society: in the mid-century years, Britain was transformed into a multi-racial and multi-ethnic society. It shaped one of the dominant welfare states of the century and dominated popular culture for at least a decade before reverting back to a deep conservatism in the 1980s under the long leadership of Margaret Thatche. We will also consider Britain’s recent and momentous decision to leave the European Union.

Texts:

Peter Clarke, Hope and Glory: Britain 1900-2000 (Penguin, 2008: 2nd edition

There will also be primary source materials, and these will be available online

Grading:

Three assignments/exams, weighted equally:

Paper on Class Readings – summarize, contextualize and analyze a selected primary reading

Mid-Term Exam

Research Paper

The course will approach the history of sexuality from four angles: sexual behaviors (including but not limited to sexual orientation, prostitution, rape, use of pornography); sexual consequences (including but not limited to STDs, conception, birth control, abortion); sexual regulation (including but not limited to laws on abortion , obscenity, age of consent, and race-mixing; role of religion; role of the state) and sexual science (including but not limited to gender assignment and intersex; sexology). ??

Texts:

Course texts will consist principally of scholarly articles which will be made available on Canvas/??

Grading:

?Assessment will be based on a series of assignments completed at regular intervals throughout the course. There will be one in-class mid-term exam, and three take-home assignments focused on individual research related to the themes of the course.

History of Human Sexuality - Philippa Levine

The course will approach the history of sexuality from four angles: sexual behaviors (including but not limited to sexual orientation, prostitution, rape, use of pornography); sexual consequences (including but not limited to STDs, conception, birth control, abortion); sexual regulation (including but not limited to laws on abortion , obscenity, age of consent, and  race-mixing; role of religion; role of the state) and sexual science (including but not limited to gender assignment and intersex; circumcision; sexology).

Texts:

Course texts will include Robert Buffington, Eithne Luibhéid and Donna Guy, A Global History of Sexuality (Wiley, 2014) and Robert A. Nye, Sexuality (Oxford, 1999).

Grading:

Assessment will be based on a series of assignments completed at regular intervals throughout the course, culminating in a research paper, the topic of which will be chosen in consultation with the instructor and TAs.  Students will be asked to write a short paragraph weekly (ungraded) on the topics to be covered, will sit one (graded) in-class mid-term exam, and keep a journal which will detail their progress on the research paper due at the end of the semester.  The journal will be submitted for grading every three weeks, which will allow the instructor and TAs to intervene early where necessary if a student is not meeting the standards of the course.

This course explores the ethics of scientific experimentation on humans in the 19th and 20th centuries. The Nuremberg code of the late 1940s will act as a pivotal historical marker in the course, and students will be encouraged to ask how far the principles of informed consent to which it gave rise changed the scientific landscape. The course will consider both medical and scientific projects and will focus largely on case studies. These may include experiments conducted on convicts, children and slaves. The course will also explore chemical warfare testing and radiation experiments; compulsory sterilization, and deception. Students will study science not only as an enterprise with a history, but a history closely tied to prevailing social values.

Texts may include:??

Susan Lederer, Subjected to Science: Human Experimentation in America Before the Second World War (Johns Hopkins University Press, 1995).??

Jordan Goodman, Anthony McElligott, and Lara Marks, Useful Bodies: Humans in the Service of Medical Science in the Twentieth Century (Johns Hopkins University Press, 2003).??

G. J. Annas and M. A., Grodin, The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation (Oxford University Press, 1992).?

Grades will be based on a mixture of in-class exams and a final paper. The final paper will be worth 40% of the grade.

This course is designed to introduce all incoming history graduate students to a variety of theoretical, methodological, or historiographical approaches to the past.

Texts:

Readings will range from classic works of history (e.g., E. P. Thompson, The Making of the English Working Class) to theoretical engagements with history writing (e.g., Ranajit Guha and Gayatri Chakravorty, eds., Selected Subaltern Studies) to theories of historical change (e.g., Marx, Captial).

Grading:

Grades will be based on class participation and several short to medium writing assignments.

Required of all entering graduate students in history.

Prerequiste: Graduate standing and consent of the graduate adviser.

Britain in the Victorian age has been subject to a great deal of myth-making. It is often seen as a prudish age in which women were kept in the home and children were seen and not heard. This course will offer a more realistic view of the period, as well as exploring how such visions of the Victorian era came about in the twentieth century.

The course is intended to introduce students to the main contours of social and cultural British history both in Britain and in its burgeoning empire. It will examine the paradoxes and contradictions that characterize late eighteenth and nineteenth-century British society, and explore what the idea of “being British” might be said to mean at this time. ‘The World of the Victorians’ offers a broad survey of Victorian social and cultural history, and will include such topics as religion, sexuality, gender, class, family life, the countryside and the city, science and society, and much more.

Texts:

The readings will largely consist of primary source materials, mostly available online.

Grading:

Grading will be on the following basis, and will include +/- grades:three assignments/exams, weighted equally:

Paper on Class Readings – summarise, contextualise and analyse a selected primary reading

Mid-Term Exam

Final Exam – cumulative

This course explores the ethics of scientific experimentation on humans (and to a smaller extent animals) in the 19th and 20th centuries. The Nuremberg code of the late 1940s will act as a pivotal historical marker in the course, and students will be encouraged to ask how far the principles of informed consent to which it gave rise changed the scientific landscape. The course will consider both medical and scientific projects and will focus largely on case studies. These will include experiments conducted on convicts (e.g. Leo Stanley’s implantation of testicular matter into convicts at San Quentin, CA; drug company testing in Holmesburg Prison (PA) inmates); children (e.g. A. O. Neville’s experiments in Australia with biological absorptionism; The ‘Monster Study’ in Iowa); and slaves (in the American South).  The course will explore chemical warfare testing and radiation experiments (e.g. Porton Down; mustard gas testing in Australia; Bikini Atoll); compulsory sterilisation (e.g. Germany; Scandinavia, US), and active deception of subjects (Tuskegee syphilis experiment). Students will study science not only as an enterprise with a history, but a history closely tied to prevailing social values. 

Texts may include:

Susan Lederer, Subjected to Science: Human Experimentation in America Before the Second World War (Johns Hopkins University Press, 1995).

Jordan Goodman, Anthony McElligott, and Lara Marks, Useful Bodies: Humans in the Service of Medical Science in the Twentieth Century (Johns Hopkins University Press, 2003).

G. J. Annas and M. A., Grodin, The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation (Oxford University Press, 1992).

Articles in Journal of Southern History; Bulletin of the History of Medicine, Journal of the History of Biology and others

Grades will be based on three written papers. The final paper will be worth 40% of the grade, and the other two papers will each be worth 30% of the grade.  

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

This class will consider the course of British history over the twentieth century, a time in which Britain moved from considerable authority in the world to a much reduced status, politically and economically most especially. Since so much of Britain’s power derived from its extensive imperial possessions, the British Empire is as central to this course as are considerations of domestic British history. Alongside this global decline, however, the twentieth century saw dynamic change in British society: in the mid-century years, Britain was transformed into a multi-racial and multi-ethnic society. It shaped one of the dominant welfare states of the century and dominated popular culture for at least a decade before reverting back to a deep conservatism in the 1980s under the long leadership of Margaret Thatcher.

Text: Peter Clarke, Hope and Glory: Britain 1900-2000 (Penguin, 2008: 2nd edition

There will also be primary source materials, and these will be available online

Grading will be on the following basis, and will include +/- grades:

• Three assignments/exams, weighted equally:
• Paper on Class Readings – summarize, contextualize and analyze a selected primary reading
• Mid-Term Exam
• Research Paper

HIS 362G Topics in European History: The World of the Victorians
Unique Number: 42353
Fall Semester 2010

UTC4.112
MW: 3:30-5:00 p.m.

Instructor: Philippa Levine
Teaching Assistant: Alexis Harasemovitch Truax

Imagine a world without shampoo, toothpaste, and telephones, without showers or televisions, but where the air was nonetheless polluted and the cities were noisier and dirtier than today. Imagine a world in which a woman walking alone was considered unrespectable, and in which few white-collar occupations would employ her. Imagine a world in which a speed of 30 miles per hour was breathtaking but in which letters were routinely delivered the day they were mailed. Welcome to the world of the Victorians.

This course will introduce you to Britain in the nineteenth century, and to the empire it was busy building at that time. It will examine the paradoxes and contradictions that characterize nineteenth-century British society, and explore what the idea of “being British” might be said to mean at this time.

Required Texts

We will be relying for most of our readings on primary sources available online and detailed in the course outline below. They are mostly quite short.

There is also one required text for this class and you may choose between buying a copy or accessing it online. The textbook is primarily a background text for reference, providing additional information and clarification. Regard it as a useful tool for verifying facts and expanding your knowledge of particular topics. It will not provide sufficient material for you to earn good grades, particularly in the case of your term paper.

The text you will need to acquire is:

Sally Mitchell, Daily Life in Victorian England (1996) – this is available both as a paperback book and online through UT’s database collections. It is part of the database entitled “Daily Life Online”.

http://dailylife.greenwood.com.ezproxy.lib.utexas.edu/dle.aspx?&k=3&x=GR5034&bc=DBDL1311&p=GR5034-72a 

When you click this link, the system will prompt you for your UT information, without which you cannot access this material.

Each chapter is divided into a series of sections and you will need to click on each link  separately to read the entire chapter

Course Mechanics

Please ensure you have turned off any pagers, cell phones, or other noise-emitting devices before coming to class. If you disturb a class period with any such device, you will be required to leave for the remainder of the day's class. A second such disturbance will reduce your final grade in the course by a full grade fraction.

This  class uses Blackboard, a Web-based course management system with password-protected access at http://courses.utexas.edu.  If you need support in using Blackboard, contact the ITS Help Desk at 475-9400, Monday through Friday, 8 a.m. to 6 p.m.

Course Website

The Blackboard site for this course contains a copy of the syllabus, advice about writing, exam-taking and a breakdown of minimum grading requirements, as well as an FAQ. Any class announcements will be posted to this site. It will be your responsibility to check the website frequently to make sure you know what’s going on.

Assignments and Grading Policies

Grading will be on the following basis, and will include +/- grades

Assessment in this course is based on two mid-term in-class exams and one research paper. Each is worth 30% of the total grade. The remaining 10% of your grade will reflect participation in the class.

Your research paper will be due on Monday December 6. For this assignment, you will write a letter of about eight pages (double-spaced, font no larger than 12 point), taking on the character of someone from any time in the period we are studying, that is, from the nineteenth century but not beyond. You may choose to be an outsider visiting Britain or one of its colonies, a Briton or a colonial subject either in your own country or in another country under British authority. You could, for instance, be a British colonial officer or a member of a British colonial family in a colony, or visiting relatives and friends in Britain. You could be someone from a British colony observing British society (as a visitor, a student, a dignitary on a state tour, as examples) or observing the workings of colonialism in your own society. Equally you could be British in Britain. You can be someone who really existed, or someone you have imagined. Whatever characterization you choose, you are writing a letter perhaps to a friend, a family member, a business partner -- whoever you choose -- describing where you are, the events of the day, the customs and home life of people, the politics and whatever else strikes you. You will, of course, need to do some research outside the lectures and textbooks in order to do a decent job on this exercise. Please make use of my office hours (or make an appointment if these are unsuitable for you) to discuss subject matter, further reading, and any other questions you might have. In addition to the eight pages of text, you should append a bibliography of sources that have helped you with the research. The term paper should also acknowledge all citations in footnotes or endnotes. If you prefer to use APA in-text citations, that’s fine. Just make sure you are consistent with the citation method you adopt.

All papers must be typed double-spaced. You may use either one or both sides of the paper, as you prefer. Please paginate your work and clip the paper together with a paper clip or staple. No assignments may be sent by e-mail; they must be presented in hard copy.

Assignments handed in late will be marked down by a grade fraction for each 24 hour period beyond their due date and time, and no papers will be accepted more than 48 hours beyond their original due date. It is important to know this, since you will automatically fail the course unless you complete every assignment and exam.

In grading your assignments, I look at depth of analysis (do you really try to think carefully about the implications of the readings, or do you simply summarize or state the most obvious points about the texts?), ability to synthesize, insights from a variety of different texts, and quality of writing.

Ensure that, if you are modeling your response on someone else's work, you cite that authority and acknowledge your use of the work. If you're not sure if you're getting it right, then ask for help.

The Undergraduate Writing Center (FAC 211, 471-6222,  http://uwc.fac.utexas.edu/) offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project.

Academic Conduct

Students are required to uphold the standards of academic honesty set by the University of Texas at Austin.  The standards and regulations for scholastic dishonesty are available online at: http://deanofstudents.utexas.edu/sjs/  scholdis.php. 

All work must be your own and all cases of plagiarism will automatically result in a failing grade for the course as a whole.  There will be no deadline extensions or incomplete grades unless the instructor is presented with a legitimate excuse (medical, etc.) in advance of the due date.

Students with Disabilities

If you have a documented disability and require academic accommodations, please contact Services for Students with Disabilities at 512-471-6259 (voice) or 1-866-329-3986 (Video Phone) as soon as possible. If you have accommodations for exams, please remember that it is your responsibility to remind the instructor of any testing accommodations five business days before each exam.

Religious Holy Days

By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, I will give you an opportunity to complete the missed work within a reasonable time after the absence.

Course Outline

Week 1
August 25: Introduction

Week 2
August 30: Discussion of research techniques and sources
September 1: Overview of British Culture
Mitchell, ‘Introduction: The Victorians and their World and ‘A Brief History of Victorian England: Before The Victorians’

Week 3:
September 6: Labor Day: no classes
September 8: video: Victoria and Her Sisters

Week 4: Inside the Victorian Household
September 13/15
Mitchell, ‘The Material Substance of Private Life’ and ‘Family and Social Rituals’
http://www.independent.co.uk/life-style/health-and-families/healthy-living/health-wealth-and-happiness
the-victorian-way-768160.html (how one doctor lived his life)
http://www.westminster.gov.uk/services/libraries/archives/victorian-clerk/archive/february/ (how one clerk lived his life)

Week 5: Wealth and Poverty
September 20/22
Mitchell, ‘The Foundations of Daily Life’ –all sections and the section on the New Poor Law and the Workhouse in the
‘Official Life’ chapter
http://www.fordham.edu/halsall/mod/1870trollope-southafrica.html (Anthony Trollope on the diamond fields of South Africa, 1870)
http://www.victorianweb.org/history/ashley.html (testimony before the Mines Commission, 1842
http://www.fordham.edu/halsall/mod/nightingale-rural.html (Florence Nightingale on rural hygiene, 1894)

Week 6: Building the Victorian City
September 27/29
Mitchell, ‘Working Life’ -- all sections (you will need to click on each separately)
‘Observations on the Filth of the Thames,’ a letter to the Editor of the Times of London (July 7, 1855) by Professor Michael Faraday (available on Blackboard)
http://www.victorianweb.org/history/chadwick2.html (Edwin Chadwick on urban sanitary conditions, 1842)

Week 7: EXAM WEEK
October 4: Revision Session
October 6: IN CLASS EXAM

Week 8: Crime and Punishment
October  11: video: City of Vice
October13
http://www.utas.edu.au/library/companion_to_tasmanian_history/C/Convicts.htm
(transportation to Australia)
Jeremy Bentham, extracts from Panopticon at
http://cartome.org/panopticon2.htm
Be sure to read letters II and V – read more if you have time!
I have downloaded an illustration of Bentham’s prison architecture to the class Blackboard site
Leaf through the document links at: http://www.victorianvoices.com/resource_pack/crime_punishment_law/

Week 9: Victorian Science and Medicine
October 18 and  20
Mitchell, ‘Technology, Science, and the Urban World’ and ‘Health and Medicine’
http://www.fordham.edu/halsall/mod/1888thhuxley-struggle.html (       Thomas Huxley, 1888)
http://www.bbc.co.uk/history/british/victorians/brunel_isambard_01.shtml (short essay on Brunel)
http://www.fordham.edu/halsall/mod/1867lister.html (Joseph Lister on antiseptics and surgery, 1867)

Week 10:  Did Queen Victoria Matter?
October 25: video, Queen Victoria's Empire
October 27: class debate on this question – details to follow

Week 11: Evolution: The Clash of Ideas
November 1/3
Mitchell, ‘Faith and Works: Religion and Reform: Religious Faith’ (all sections)
http://www.fordham.edu/halsall/mod/1871darwin.html (Darwin, 1871)
http://www.fordham.edu/halsall/mod/1860wilberforce-darwin.html (Samuel Wilberforce opposing Darwin, 1860)
http://www.darwinproject.ac.uk/darwin-and-the-church-article

Week 12
November 8: Revision Session
November 10: IN CLASS EXAM

Week 13: The Wider World: Victorians Abroad
November 15/17
Mitchell, ‘England and Empire’ (all sections)
http://www.fordham.edu/halsall/mod/1890japanladies.html ( how the Victorians saw others)
http://www.fordham.edu/halsall/mod/1883hebrides.html (annexation of South Sea islands, 1883)
http://www.workhouses.org.uk/
     read both short essays in the migration & emigration section
http://www.fordham.edu/halsall/mod/1893lugard.html (Frederick Lugard on East Africa, 1893)

Week 14: Victorian Men and Women
November 22/24
Mitchell, ‘Victorian Morality’ (all sections) and ‘Education’ (sections on girls’ education and on educating gentlemen)
http://www.indiana.edu/~letrs/vwwp/norton/letter.html (Caroline Norton on marriage reform)
http://www.fordham.edu/halsall/mod/1842womenminers.html (Parliamentary Papers, 1842)
http://www.vam.ac.uk/collections/fashion/features/18_19_century_fashion/index.html (short essay, ‘The Shape of
18th & 19th Century Fashion’)

Week 15: Race, Sex and the Victorians
November 29/December 1
Mitchell, ‘Official Life’ chapter, section on the Law and Private Life
http://www.historyofwomen.org/cdactspetition.html (women organise against the Contagious Diseases Acts)
Catherine E. Anderson, ‘A Zulu King in Victorian London: Race, Royalty and Imperialist
Aesthetics in Late Nineteenth-Century Britain,’ Visual Resources, 24, no. 3 2008: 299 - 319

This course contains a Global Cultures and an Independent Inquiry flag.