For Participants
This is a planned residential program for 36 K-12 educators. Depending on public health guidelines related to COVID-19, plans for a residential offering are subject to change.
Please explore each of the sections below for information on schedules, readings, stipends, housing and in-service credit.
After the program is complete, lesson plans and participant reports on classroom experiences will be added to the site.
If you have any questions, please contact us at uahc@uark.edu.
Full Schedule
Download the .pdf of the full schedule for detailed information on the schedule, expectations, and final projects.
Readings
History:
- Laura Spinney, Pale Rider: The Spanish Flu of 1918 and How It Changed the World (New York: Public Affairs, 2017).
Novels:
- Buchi Emecheta, The Slave Girl: A Novel (New York: George Braziller, 1980)
- Katherine Anne Porter, Pale Horse, Pale Rider (repr. 1939, Houghton Mifflin Harcourt, 1990)
Selected readings during the workshop will be taken from:
- Catharine Arnold, Pandemic 1918: Eyewitness accounts from the Greatest Medical Holocaust in Modern History New York: St. Mart Griffin, 2018.
- Susan Kingsley Kent, The Influenza Pandemic of 1918-1919: A Brief History with Documents (Boston, MA: Bedford St. Martin, 2012).
Final Projects
Over the course of the two week institute, participants will work to create, grade, and discipline appropriate lesson plans incorporating history, literature, and oral interview techniques. The lesson plans created over the course of the workshop will be turned in by participants to be curated, digitized and made available to educators across the nation on this website.
Stipend
In return for full participation in the project, participants receive a stipend of $2200. This stipend is intended to help cover travel, housing, meals, and basic academic expenses. Stipends are determined according to the format and duration of the summer program and are taxable as income. Half will be paid at the beginning of the program, and half at the end.
Housing
Meetings for the institute will take place on the University of Arkansas campus, which provides all the resources — technology, wifi, library, and amenities — expected of a flagship, research university. A block of rooms in student dormitories within easy walk of the institute has been reserved in our Northwest Quad at a rate of approximately $40 a night for doubles or $60.00 a night for singles. An optional meal plan is available. There are also many hotels and rentals near campus. Free university busses provide regular transport through the university neighborhoods.
Fayetteville
In 2021 US News and World Report ranked Fayetteville Arkansas as the fourth-best place to live in the United States. Over half a million people live in the region, which is serviced by an airport that hosts major carriers and along key highway routes. Fayetteville is a community made vibrant by the presence of the headquarters for Walmart, Tyson Foods, and J. B. Hunt. After daily activities, an evening’s walking excursion (or scooter ride!) to one of the many trail-side restaurants could be a place for conversation and team building. From hikes that feature the best views of the Natural State to a world class art museum, there are many things to do in Fayetteville and the region.
In-Service Credit
Upon completion of the institute and submission of their projects, participants will receive a certificate that can be used with their local state education associations for continuing education or in-service credit.
Schedule
July 11-22, 2022 — Fayetteville, Arkansas
Week 1
SUNDAY: Arrival and Evening Reception
7:00-8:30
Reception hosted by the University of Arkansas Humanities Center
MONDAY: Introductions: The program, participants, and medical humanities
9:00-9:45
Coffee and small group lesson plan discussion
10:00-10:30
Introductions to people, program, and themes Kayser and Starks
10:45-11:30
Introduction of project templates and selection of final project groups: Kendrick-Perry, McComas, and Nichols
11:30-1:00
Lunch
1:00-2:00
Lecture (45 min) and discussion (15 min) “What are the categories for analysis from medical humanists?”
2:15-3:15
Discussion of Rosenberg, “Framing Disease” Starks
3:30-5:00
Individual writing and reflection during small group break out meetings with Kayser, Kendrick-Perry, McComas, Nichols, and Starks
5:00-6:30
Dinner
7:00
Viewing: PBS “American Experience: 1918 the Great Influenza”
TUESDAY: 1918 in the United States and Western Europe
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (30 min), Starks – “1918 Outbreak, the Great War, and Public Health”
11:30-1:00
Lunch
1:00-2:30
Lecture (60 min) and discussion (30 min), Starks – “Public health propaganda as a source”
2:30-3:30
Primary source work with National Library of Medicine and Wellcome Databases with Special Collections — Allen
3:45-4:30
Discussion, Nichols and Starks “Reporting on the pandemic, the problem of sources, and student projects”
4:30-5:00
Individual reflection on sources and library work with secondary resources for lesson plans
5:00-6:30
Dinner
WEDNESDAY: 1918 in literature and the arts
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (30 min) Kayser – “Medical Narratives and Disease Experience”
11:30-1:00
Lunch
1:00-2:45
Discussion: Pale Horse, Pale Rider – Kayser
3:00-3:45
Guided work with art, music, and other primary sources, Kayser and Starks – “Arts and Music in 1918”
4:00-5:00
Large group discussion on how to integrate materials into K-12 curriculum and final assignments — Kayser, Nichols, and Starks.
5:00-6:30
Dinner
THURSDAY: 1918 around the world
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (30 min) – Starks, “1918 in India”
11:30-1:00
Lunch
1:00-2:30
Lecture (60 min) and discussion (30 min) – Starks, “1918 in Africa”
2:30-5:00
Discussion: The Slave Girl – Kayser
5:00-6:30
Dinner
FRIDAY: Practitioners in 1918
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (30 min), Starks “Virology, medical personnel, and 1918”
11:30-1:00
Lunch
1:00-2:30
Lecture (60 min) and discussion (30 min), Kayser “Practitioner voices in medical narratives”
2:45-4:00
Work with primary source materials in the Libraries’ Special Collections about medical workers in 1918. Discussion of digital resources available for other areas.
4:15-5:00
Small group discussion of reflection with break outs with Kayser, Nichols, and Starks
5:00-6:30
Dinner
Week 2
Weekend Activities
Participants will be encouraged to take a trip to either the Crystal Bridges Museum of American Art or a hike in the Devil’s Den park. Both are about forty-five minutes away and offer unique Ozarks experiences. Further information on trails, local sights, and options for entertainment will be shared through the website.
MONDAY: What is oral history and how can it be used in the classroom?
9:00-9:30
Transport to Pryor Center for Oral and Visual History
9:30-11:30
Tour of center and introduction to major material resources — Schwabb
11:30-1:00
Lunch
1:00-1:15
Lecture (45 min) and discussion (30 min), Kendrick-Perry “Bringing oral history into curriculum and its benefits: Lessons from the veterans’ history project”
1:30-2:30
Lecture (45 min) and discussion (30 min), Kendrick-Perry “Accessing and Using Oral History Interviews from the Archives: Ethics, techniques, and uses” Discussion of tools and techniques for collecting and preservation of oral history and use in classrooms
2:30 -4:45
Small group discussions with break out meetings about pedagogic projects using oral history — Kendrick-Perry and Nichols
5:00-6:30
Return to campus for dinner or optional tour of historic, downtown Fayetteville and dinner at Ozark Mountain Restaurant. Walk back to campus along trails (about a mile) — Starks
TUESDAY: How is COVID being documented around the nation?
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (30 min), Allen and Siegel Overview of “Documenting COVID” project in University of Arkansas Libraries’ Special Collections and similar project across the nation.
11:30-1:00
Lunch
1:00-2:00
Lecture (45 min) and discussion (15 min) – Allen and Siegel “Considerations for oral interviews of traumatic events”
2:00-2:45
Large group discussion: Major turning points of 2020 to consider in framing from personal, local, state, national, and international standpoints
3:00-5:00
Small groups: Creating considerate questions and how to follow up with individual meetings with Allen, Kayser, Siegel, and Starks
5:00-6:30
Dinner
WEDNESDAY: Interview practicum
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Interviews of Group 1 by Group 2
11:30-1:00
Lunch
1:00-2:30
Interviews of Group 2 by Group 1
2:30-3:30
Lecture (60 min) and discussion (30 min), Kayser, Kendrick-Perry, Nichols, and Starks — “Reading and Using COVID-19 Interviews for Humanities Research”
3:45-5:00
Large group discussion: Pitfalls, lessons, and considerations for lesson plans – Kayser, Kendrick-Perry, Nichols, and Starks
5:00-6:30
Dinner
THURSDAY: From institute to the classroom
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Lecture (60 min) and discussion (15 min) Nichols — “Integrating 1918 and COVID into the history curriculum”
11:30-1:00
Lunch
1:00-2:30
McComas “Bringing humanities into the science classroom”
2:30-5:00
Small group work on lesson plans
5:00-6:30
Dinner
FRIDAY: Medical humanities in the classroom and in the world
9:00-9:45
Coffee and small group lesson plan discussion
10:00-11:30
Presentation of lesson plan progress – advice from group and Kendrick-Perry, Kayser, McComas, and Starks
11:30-1:00
Lunch
1:00-2:30
Roundtable – “Why should high school students be interested in medical humanities?” Hester and Scott
2:30-5:00
Group discussion on lessons learned, future outcomes, and suggestions for ways to incorporate ideas into future workshops –Kendrick-Perry, Kayser, McComas, and Starks
5:00-6:30
Farewell reception hosted by UAHC