Assignments

CHID 270
History of Eugenics

Assignments

Essay #1, Fall 2009, due Oct 26

ESSAY #1: Involuntary sterilization

Due: Mon. Oct. 26 at the start of class
Total value: 20%
Length: 4 pages, typed, double-spaced, 12-point font, 1-inch margins

Assignment: Write an argumentative essay responding to the topic described below. You must make substantial references to ONE of the designated extra readings listed for Oct. 26 (see website) AND at least ONE of the required course texts from Oct 7, Oct 14, or Oct 26.

You may want to refer to more than the minimum number of sources to defend your arguments as thoroughly as possible. You are not required to do any research, but you are permitted to use additional scholarly or web resources. The purpose of this assignment is to demonstrate your understanding of the different interpretations of one aspect of the history of eugenics presented in the course readings.

Your essay must have a thesis statement that sums up your main interpretive claim(s) about the topic and readings. Your thesis addresses the topic clearly and comprehensively. The rest of your essay consists of supporting arguments and evidence, derived from your sources. I am looking for sophisticated and thorough analyses of the course texts. I will also take into account quality of writing. Give your essay a title, number the pages, and carefully proofread your work.

Topic: Historians have suggested numerous explanations for why involuntary sterilization was legalized and practiced during the 20^th century in North America. Compare and contrast the interpretations of this history given in TWO secondary sources. (By "secondary source" I mean the writing of a historian, who bases her conclusions on evidence from first-hand "primary sources.") Overviews of the history of eugenics such as Paul's Controlling Human Heredity present a standard picture of forced sterilization as it was advocated by leaders of the national eugenics movement such as Harry Laughlin, who drafted the Model Eugenical Sterilization Law to prevent procreation by those with "defective hereditary qualities." But recent scholarship on the sterilization laws in particular local settings has complicated our historical understanding, by identifying a number of alternative interests, motives, and goals that may have influenced why certain people decided to subject certain other people to this operation.

For this essay, focus on carefully analyzing two texts that make different arguments about how and why sterilization was supported and/or implemented in particular times and places. You must choose ONE of the required readings (by Paul, Largent, Stern, Braslow) and ONE of the designated extra readings (found on the website under Oct. 26 are articles by Trent, Carey, Gugliotta, Ladd-Taylor, Reilly, Park & Radford). In analyzing the various rationales and rhetoric behind the sterilization laws and practices, you should consider such questions as:

Sterilization was the "surgical solution" to what perceived problem(s)?

Who was targeted for forced sterilization in particular situations and why? Consider the roles of social categories such as disability, race, class, gender, or sexuality.

Which professions were involved with implementing sterilization policies, and what interests did they think would be served?

What were some specific circumstances that influenced the rhetoric, rationales, and policies on sterilization in particular states or institutions?

Were the sterilizations always "coercive"? When "consent" was sought, what did that mean?

What scientific or medical knowledge claims were used to legitimize sterilization?

How did sterilization rationales and/or practices change and/or remain consistent over time?

Documentation: You must document ALL information, ideas, opinions, etc. that you have borrowed and utilized in your essay. Cite the sources of all material by means of in-text citations or footnotes (either is fine). Give exact page numbers. There must be a bibliography at the end of your paper listing all sources you consulted. Any standard documentation style is acceptable, as long as you are consistent and give all the required information.

Essay #2, due Nov 16, 3:30

In their own words

Due: Mon. Nov. 16 at the start of class

Value: 20%

Length: 4 pages, typed, double-spaced, 12-point font, 1-inch margins.

Assignment: Write an argumentative essay on one of the topics listed on the next page. You must utilize at least ONE primary source and at least TWO required course texts from weeks 1-7. Alternative topic ideas must be approved by the instructor in advance. The topics provided should prompt you to think about the key themes of the course, and you are encouraged to develop your own historical interpretations based on the texts you choose. Your essay must have a thesis statement that sums up your main claim(s) about the topic and readings. I am looking for sophisticated and thorough analyses of the texts, including ability to interpret and synthesize primary source materials. Give your essay a title, number the pages, and proofread your work.

Locating and evaluating sources: Historians construct original interpretations of historical events by seeking evidence in primary sources. By "primary source" I mean a document that was created during the time period you are studying. It is a first-hand account of the events and/or ideas you are exploring for this essay. You must utilize at least ONE primary document for this essay. Critically analyze this text by addressing such questions as: who wrote it, what are its main points, how do these relate to other eugenics ideas, why was it written, who would have read it, etc. For this essay, you will be combining evidence from primary and secondary sources (historians' writings), in order to develop your own thesis and supporting evidence.

You may utilize any of the primary documents that are available on the course website. OR you may choose a different primary document from your own research. Begin your research using keywords in the library catalogue, research databases (such as Reader's Guide Retrospective), or other search engines, to get an idea of what source materials are available on your chosen topic. Primary sources are also listed in the bibliographies of history books such as Paul's Controlling Human Heredity and Largent's Breeding Contempt. The best place to look for books and journals from the eugenics movement is in the Natural Sciences Library. Other kinds of documents you may use include records of legislation or court cases, images, archival materials, fiction, or news articles. The item(s) you choose can be of any length, as long as it fits your topic and there is plenty for you to say about its significance. You must provide in your bibliography full information about where your document was found so that I can also view it.

Documentation: You must tell me where you found ALL the information, ideas, opinions, etc. that you borrowed and utilized in your essay. Cite the sources of all material by means of in-text citations or footnotes (either is fine). Give exact page numbers. There must be a bibliography at the end of your paper listing all sources you consulted. Any standard documentation style is acceptable, as long as you are consistent and give all the required information.

TOPICS (choose one):

1. Scientific expertise: Garland Allen links the rise of eugenics to optimism that "scientifically trained experts" would solve social problems (256). Analyze two examples of how scientific or medical knowledge claims were associated with the policies and agendas of the eugenics movement. How did particular scientific ideas and/or the authority of science and medicine in general contribute to the popularity of and/or opposition to eugenics?

2. Choice and coercion: Diane Paul notes that some current-day commentators use the term "eugenics" to refer exclusively to compulsory measures for selective breeding, while others go further and even critique situations that involve individual reproductive choices (4). From the historical cases we have studied in this course, analyze two examples of eugenic policies that could be interpreted as blurring the boundary between choice and coercion. Was negative eugenics invariably "coercive," and was positive eugenics invariably "voluntary"? How are these cases significant for understanding the complex historical meanings of eugenics?

3. Disability: Douglas Baynton contends that disability is "one of the most prevalent justifications for inequality, [but it] has rarely been the subject of historical inquiry" (33). Analyze two examples of how the category "disability" was involved in the history of eugenics. What do your examples suggest about attitudes towards disability, and about disability as a social rather than a strictly medical phenomenon? How did disability intersect with race, class, or gender in particular contexts?

4. Regional comparisons: Diane Paul asserts that eugenics movements in different parts of the world were "so varied that their only commonality was a general concern with preventing biological degeneration" (19). Make an argument about the diversity of scientific ideas, reform agendas, ideologies, and activities that were promoted in the name of eugenics. Choose either two countries (US, Britain, Germany) or two regions of the United States, and compare and contrast some of the principal elements of their eugenics movements.

5. Gender: Wendy Kline quotes Charlotte Perkins Gilman's 1899 statement that women have "measureless racial importance as makers of men" (8). Explain what Gilman meant, in the context of early-20^th-century concerns about both eugenic improvement and gender roles. How did eugenics differentially target men and women? How were women and women's issues involved in the history of eugenics?

6. Popularizing: Michael Rembis discusses textbook writers and educators who took on the "mission to bring eugenics to the masses" (92). Martin Pernick argues for the "vital role of mass culture as a battleground" where "the meanings of ‘eugenics' and ‘heredity'" were decided (89). Analyze two examples of eugenics in American culture. What were the purposes of educational activities and representations of eugenics in popular culture? How did "the masses" receive and/or shape eugenics? What do your examples suggest about the interactions between the general public and eugenics experts?

Research project, due Dec 7/9

Total value for online portfolio and oral presentation: 30%

Assignment: This project gives you the opportunity to investigate one specific topic in the history of eugenics, preferably dealing with the local history of Washington State. On the course website is a list of possible topics from which you might choose. You are encouraged to focus your research question(s) quite narrowly so that you can conduct sufficient research into primary sources and answer your question as thoroughly as possible.

Everyone must get their topic approved in advance by the instructor, so submit a short research proposal by Monday Nov. 2 at the start of class. If you have a different research topic in mind, you must consult with the instructor before proceeding with the project.

Each student will give a brief oral report of her/his findings to the class, and will design and publish an online portfolio (using Catalyst webtools) that presents in a concise and appealing format the project’s research question, secondary literature review, primary sources and annotations, and concluding analysis.

Sources: Your project must utilize appropriate and sufficient primary documents in order to address your chosen topic and research question. “Primary” sources are any kind of texts produced during the time period you are exploring, written or produced by people who were participants in or witnesses to events of the time. Your principal sources must come from your own original research into the texts from the eugenics movement or other relevant materials from the era you are researching. There is no minimum number of sources required. The success of your project will depend upon your skills at finding relevant texts, evaluating their historical significance, and marshaling the facts to support your interpretations.

Your project must also make substantial references to secondary sources on your topic, which are the writings of historians. You are welcome to utilize some of the required course texts, but most of your principal sources for this project should be primary and secondary texts that you located yourself. You will be combining evidence from primary and secondary sources to reach your own conclusions.

Types of primary sources you could focus on include books, pamphlets, scientific journal articles, newspaper or magazine articles, legislation or court cases, pictures or other images, advertising, fictional works, government publications, letters or other unpublished documents, etc. In your commentary on your primary sources, you must briefly summarize and critically analyze each text by addressing such questions as: who wrote it, what are its main points, how do these relate to other eugenics ideas, why was it written, who would have read it, etc.

Portfolio format: The results and interpretations of your research project will be published on a website as a portfolio prepared in Catalyst. See the course website for more guidelines. In the portfolio, you are expected to write the equivalent of about 5 double-spaced pages. The portfolio is not intended to be a standard academic essay. Instead, this format permits you to display digital copies of the primary sources you located, to present some commentary on each of your sources, and to write up your answers to your research question(s) and suggestions for further research. You will copy or scan the primary texts (or images or segments from them of reasonable length) to create digital files, and upload the files as artifacts that your readers will be able to look at along with your annotations and interpretations.

The content of your portfolio must include:

Introduction: explain your topic and research question(s), and why are they interesting and important.
Secondary sources: briefly summarize some of the scholarly historical writing about your topic that you have read for this project, and include a proper bibliography.
Primary sources: design a display of your most important primary texts (or portions of them), provide a brief description, evaluation, and commentary on each text, and include a proper bibliography.
Conclusions: analyze how your primary texts contribute to answering your research question, and include specific citations to your source materials.
Future: discussion of further research directions and sources relating to your topic.

Oral presentation: Each student will present her/his portfolio to the entire class during the class meetings on either Dec. 7 or Dec. 9. You will have 10 minutes to explain your research question, present the main sources and evidence you found, and summarize your conclusions and interpretations. You are expected to deliver enough information and analysis that your audience can grasp the main goals and results of your work. Be prepared to answer questions from the audience.

Evaluation: Your finished project (portfolio) will be published on the web for other students to view and comment on if they wish. The mechanics of posting and organizing your work (images and written components) on the Catalyst Portfolio site should be straightforward. Your project will be evaluated for how complete and sophisticated your research and analysis are, how well designed your display is, and the quality of your writing and effectiveness of your oral report.

Documentation of sources and academic integrity: For this assignment, as for any academic essay, all direct quotations, paraphrases, information, interpretations, and opinions taken from another person’s work must be identified. Your portfolio must include bibliographies listing all sources consulted and copious citations to indicate where facts or ideas have been borrowed. All work submitted for course credit must be an original effort. Plagiarism means presenting the words or ideas of another person as if they were your own, for example by turning in someone else’s work or failing to document material you have quoted or borrowed. You are responsible for understanding all aspects of University regulations regarding academic integrity.

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Last modified: 10/22/2009 3:01 PM