Module Catalogue 2024/25

HIS3349 : Healthy Spaces for Healthy Bodies: Medicine, Humans, Places

HIS3349 : Healthy Spaces for Healthy Bodies: Medicine, Humans, Places

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Clare Hickman
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
  • Capacity limit: 40 student places
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System
Pre-requisite

Modules you must have done previously to study this module

Pre Requisite Comment

N/A

Co-Requisite

Modules you need to take at the same time

Co Requisite Comment

N/A

Aims

Human health has always been interlinked with that of the environment and this is becoming an increasingly urgent matter for public health policy. This module will look at key ways in which humans have adapted their environment since 1800 in relation to their own concerns regarding health and disease. Through a series of key case studies over time and place such as an investigation of attempts to control air pollution in the late nineteenth century, the mid-twentieth century and today, students will gain an understanding of the historical and cultural contexts of such debates and the interrelationships between human and environmental health. They will also gain an understanding of how people in the past conceived the relationship between different environments and health and how that has changed over time. Although predominately focused on Britain, the module will consider transnational and global contexts in relation to the use of forests for the treatment of Tuberculosis in Germany and Australia as well as the development of strategies to deal with malaria and yellow fever in India and the US.

This module aims:
• To introduce students to historical research and to guide them in the analysis of primary documents and texts.
• To provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and to develop the capacity for independent study.
• To enable students to develop an understanding of the interconnections between concepts of human health and disease and environmental health over the past two centuries.

Outline Of Syllabus

The following are some of the central topics typically included in seminars:

• The miasmatic city - the nineteenth century urban landscape as conceived as a sink of disease and the connections between water purity and human health through an examination of cholera and the work of John Snow.

• The countryside as a therapeutic landscape – the placement of hospitals asylums, sanatoria, convalescent homes and open-air schools away from the polluted city.

• The seaside and coastal areas for health – from nineteenth-century sea-bathing to late twentieth century concerns over coastal purity and human health.

• The magic mountain – the use of mountains for health cures including tuberculosis and hay-fever, as well as the creation of colonial hill stations in India.

• The forest – The role of forests and trees in the cure of tuberculosis in Germany, the UK and Australia as well as an examination of ‘forest bathing’ as current concept.

• Lungs of the city – urban parks as public health infrastructure from Victoria Park in London in the 1840s to present day arguments concerning public parks as healthy, bio-diverse spaces.

• The city as a garden – changes in urban planning for environmental and human health. Benjamin Ward Richardson’s Hygeia and the Garden City movement then and now.

• Draining the swamps – environmental and malarial intersections in late nineteenth century North America and twentieth century East Africa.

• Smoke gets in your lungs – from the movement for smoke abatement in the nineteenth century, through the great smog in London in the 1950s to current air pollution concerns in relation to reduced life expectancy and health.

• Climate change and Biodiversity loss – considering human-nature interactions and how past actions have both present and future impacts.

Learning Outcomes

Intended Knowledge Outcomes

On successful completion of this module, the student should be able to:

• Demonstrate knowledge and understanding of the interconnected histories of human health and the environment since 1800;
• Display familiarity with theoretical and conceptual approaches to medical and environmental history and how the two areas intersect
• Understand how the past relates to current and future concerns relating to human and environmental health.

Intended Skill Outcomes

By the end of this module students will have gained competence in the following key areas:

1. An ability to analyse primary source materials and to evaluate different historiographical perspectives and methodological approaches.
2. The ability to apply history, and research skills associated with history, to real world scenarios and local contexts.
3. The ability to communicate complex ideas to a non-specialist audience.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture11:001:00Introductory lecture for the module
Guided Independent StudyAssessment preparation and completion571:0057:00N/A
Guided Independent StudyDirected research and reading901:0090:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching112:0022:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops42:008:002 x 2 hour workshops on creative methods and communication skills and 2 x 2 hour workshops on locating and using both digital and archival primary sources
Guided Independent StudyProject work201:0020:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery21:002:00Drop in sessions for preparation and advice on assessments
Total200:00
Teaching Rationale And Relationship

Discussion of the key debates in the shifting understanding of human and environmental health will take place during seminars. Alongside these sessions, there will be a series of workshops. One of these will be one to develop their skills in locating and analysing primary sources and two further workshops will help the students to gain communication skills so that they can produce a creative piece (short podcast, blog, poster etc) which will be aimed at a public audience and place current debates around climate change, air pollution, malaria etc in their historic context. This will develop the students’ public communication tools - digital and other techniques - as well as an awareness of contemporary environmental and health debates. To encourage both creativity and to make the project work accessible to all students, they will be able to choose from visual, written and sound outputs for the creative element. This will be supplemented with an introductory lecture introducing students to the module and two drop-in sessions so students are able to get individual and tailored advice in relation to their assignments.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Design/Creative proj1M40Solo project designing a podcast, blog or poster which communicates complex ideas to the public. Word count for this is 1,000 or the equivalent for posters
Essay1A602,000 word essay including footnotes but excluding the bibliography and appendices.
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Research proposal1MFor this assessment students will submit a 1,000 word plan with a bibliography as preparation for producing their creative project
Assessment Rationale And Relationship

The essay tests knowledge outcomes and develops skills in research, reading and writing.

The formative plan and summative creative project component fosters engaged and personalised learning, as well as developing transferable communication skills.

Work submitted during the delivery of the module forms a means of determining student progress.

Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.

Timetable

Past Exam Papers

General Notes

N/A

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Disclaimer

The information contained within the Module Catalogue relates to the 2024 academic year.

In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.

Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.