After completing this assignment you will explore:
How disease and societies response to it shaped socio-cultural evolution.
How experience of disease shape worldviews, drives technological and cultural innovation, forces migrations, and transforms societies.
How human efforts to contain and control disease have altered the natural and societal landscapes in which we live.
The purpose of this assignments is to develop the following skills, which support the learning goals of the class.
Use reason, evidence, and context to increase knowledge and to reason ethically, and to innovate in comparative thinking.
Aid in ability to write effectively to achieve intended meaning and understanding.
Work to understand, respect and interact constructively with other perspectives.
Develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.
The responses to the spread of disease have shaped history and societies around the world. Racial, gender and economic inequalities have influenced the development of public health and societies reposes to disease.
In a succinct, clearly written, three-page double-spaced essay that uses multiple historical examples from readings, videos, lecture notes, and discussion notes, answer the following question:
How have public health initiatives challenged or reinforced societal inequalities based on race, class, and gender in the last 200 years? This is a broad question so you will need to focus on one or more aspects of the question.
See Rubric in assignment on Blackboard for details.
Statement of Argument 30%
Use of evidence 20%
Historical Context 20%
Written Conventions 10%
You will use footnotes and provide a bibliography. You will use Chicago Manual of Style for citations. No traceable Chicago Style footnotes -5%, no bibliography -5%.
The essay should be 12pt Times New Roman with 1-inch margins.
Answer Question (Thesis/Argument)
Author does not attempt to present an answer to the question to convey the purpose of the writing.
Author offers an implicit or unclear answer to the question, leaving the reader unsure of purpose of the writing.
Answer may or may not be historical.
Author states an answer that, while somewhat incoherent, conveys to the reader the purpose of the writing. Answer may or may not be historical.
Author states a coherent historical answer to the question that conveys to the reader the purpose of the writing.
Author elaborates a coherent and complex historical answer that leaves no doubt as to the purpose of the writing.
No discernible organizational structure.
Organization minimal and ineffective. Difficult to follow.
Basic organization present and adequate; reader can follow. Some transitions and/or relationship unclear, but reader can follow narrative.
Organization mostly clear; generally easy to follow the narrative. May include some transition or relational issues, but generally advances argument and evidence.
Organization consistently clear. Transitions effective in advancing argument and evidence.
Author does not attempt to use evidence to support argument.
Author attempts to use evidence to support argument, but evidence largely not historical and/or appropriate to argument.
Author uses mostly appropriate historical evidence to support argument, with some limitations or gaps.
Author demonstrates consistent use of appropriate historical evidence to support argument.
Author demonstrates consistent and skillful use of appropriate historical evidence to support argument.
Author does not develop historical context.
Author mentions, without development, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).
Author partially develops, with limited effectiveness, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).
Author develops with some effectiveness, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).
Author develops with consistent effectiveness at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).
Author breaks many conventions of written English, which frequently obscures meaning.
Author attempts to follow conventions of written English, bur errors at times obscure meaning.
Author generally follows conventions for written English. Multiple errors may distract, but do not obscure meaning.
Author generally follows conventions of written English. A few minor errors do not obscure meaning.
Author carefully and consistently adheres to conventions of written English.
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