Medical Experimentation on Enslaved Women
Purpose: This activity teaches students about the controversies surrounding public memorials in the United States. It allows students to evaluate two sides of the controversy surrounding the 19th century doctor who developed the surgical technique to repair vaginal fistula while operating on enslaved African American and impoverished Irish women without anesthesia. This lesson gives students the opportunity, in some small way, to think about tradeoffs, and whether the good that results outweighs the harm that was done in developing that good. This is recommended as an activity to be included in a unit on teaching the lives and circumstances of the enslaved in the United States.
Objective: Students will design a memorial that will recognize the complicated contribution to medical science brought by J. Marion Sims and also honor the enslaved women whom he practiced on while developing the surgical technique to repair fistula. They will present their memorial design to the whole class.
California History-Social Science Content Standard:
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
California Common Core State Standard:
Reading Standards for Literacy in History/Social Studies 11–12
Key Ideas and Details
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Speaking and Listening Standards 11–12
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence (e.g. reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA
b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade) CA
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.5.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.
Suggested Time: 1-3 class days (at least one hour of class time)
Background Information:
Teachers may want to update their own background knowledge about J. Marion Sims by reading the article on him at History.com
Brynn Holland, "The 'Father of Modern Gynecology' Performed Shocking Experiments on Slaves," HISTORY, last modified August 29, 2017: https://www.history.com/news/the-father-of-modern-gynecology-performed-shocking-experiments-on-slaves.
Procedure:
A photo by Mickey Walsh of the newspaper the Montgomery Advertiser can be found here: https://www.montgomeryadvertiser.com/story/news/local/alabama/2018/05/10/sims-statue-state-capitol-has-go-senator-says/597564002/
Materials/Handouts:
Objective: Students will design a memorial that will recognize the complicated contribution to medical science brought by J. Marion Sims and also honor the enslaved women whom he practiced on while developing the surgical technique to repair fistula. They will present their memorial design to the whole class.
California History-Social Science Content Standard:
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
California Common Core State Standard:
Reading Standards for Literacy in History/Social Studies 11–12
Key Ideas and Details
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Speaking and Listening Standards 11–12
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence (e.g. reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA
b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade) CA
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.5.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.
Suggested Time: 1-3 class days (at least one hour of class time)
Background Information:
Teachers may want to update their own background knowledge about J. Marion Sims by reading the article on him at History.com
Brynn Holland, "The 'Father of Modern Gynecology' Performed Shocking Experiments on Slaves," HISTORY, last modified August 29, 2017: https://www.history.com/news/the-father-of-modern-gynecology-performed-shocking-experiments-on-slaves.
Procedure:
- Teachers may or may not want to spend 5-10 minutes explaining to students what a fistula is. In women, fistulas most often form between the rectum and the vagina (Rectovaginal fistula) or between the bladder and the vagina (vesico-vaginal fistula), as a result of a difficult childbirth or of gang rape. It may be difficult for students to grasp the importance of this surgery if students do not understand what it is or it’s import. If the teacher does explain to students what a fistula is, they may want to also mention that one half of the 2018 Nobel Peace Prize went to Denis Mukwege, who performs this surgery on Congolese women who were gang-raped in the Congolese civil war.
- Provide your students with brief background information about J. Marion Sims found at the electronic archive : MUSC Electronic Documents Initiative and Collected Documents, J. Marion Sims Letters http://digital.library.musc.edu/cdm/compoundobject/collection/jmsims/id/9
- You should also show your students a photo of the statue in question, which sits on the grounds of the state capitol in Montgomery, AL.
A photo by Mickey Walsh of the newspaper the Montgomery Advertiser can be found here: https://www.montgomeryadvertiser.com/story/news/local/alabama/2018/05/10/sims-statue-state-capitol-has-go-senator-says/597564002/
- Once students have read the background information on Sims and examined the image of the statue they should answer the following questions:
- Who was James Marion Sims and what was he known for?
- Based on what you know so far, what are your thoughts regarding commemorating Sims with a statue?
- Next, have your students read a 2018 article published in The Guardian newspaper by Nadja Sayej entitled: "J Marion Sims: controversial statue taken down but debate still rages,"
- Nadja Sayej, "J Marion Sims: controversial statue taken down but debate still rages," The Guardian, April 21, 2018. https://www.theguardian.com/artanddesign/2018/apr/21/j-marion-sims-statue-removed-new-york-city-black-women.
- After your students have read the article have them answer the following questions:
- What happened to the statue of J. Marion Sims in New York City?
- What are some of the objections people have to the statue remaining up?
- Why do some people think that the statue should not be taken down?
- Are any alternatives to removal mentioned?
- Based on what you know so far, what are your thoughts regarding how Sims should be remembered?
- After your students have finished reading the first article and answering the questions, have them read a second article (again, you may want to provide excerpts instead of the entire article) by Dr. Deidre Cooper Owens in Rewire News https://rewire.news/article/2017/08/24/statue-rethinking-j-marion-sims-legacy/
- Then students should answer the following questions:
- What are the author’s thoughts about J. Marion Sims?
- In what ways were Sims’ medical practices normal for his time? In what ways were they different?
- Based on what you know so far, what are your thoughts regarding how Sims should be remembered?
- After students have read the articles and answered the questions they should design a memorial (the design can be on paper or with clay/play-dough) that puts J. Marion Sims in the full context of his work and honors the women he practiced his surgical techniques on. You may want to assign students to small groups of 2-3 for the memorial design activity. After they design the memorial they should write a paragraph explaining the design of their memorial and what the different aspects of it refers to. Depending on the class setup students can do a gallery walk of each other’s memorials or present their memorial to the class
Materials/Handouts:
- Background information on J. Marion Sims’, found at MUSC Electronic Documents Initiative and Collected Documents: http://digital.library.musc.edu/cdm/compoundobject/collection/jmsims/id/9
- A photograph of the J. Marion Sims statue on the Alabama state capitol grounds: https://www.montgomeryadvertiser.com/story/news/local/alabama/2018/05/10/sims-statue-state-capitol-has-go-senator-says/597564002/
- a 2018 article published in The Guardian newspaper by Nadja Sayej entitled: "J Marion Sims: controversial statue taken down but debate still rages," found here: https://www.theguardian.com/artanddesign/2018/apr/21/j-marion-sims-statue-removed-new-york-city-black-women.
- a 2017 article by Dr. Deidre Cooper Owens in Rewire News https://rewire.news/article/2017/08/24/statue-rethinking-j-marion-sims-legacy/
- Drawing paper and colored pencils OR play-dough
- Sample rubric for assignment
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