Investigating Fever Epidemic of 1793 with Primary Sources

1. By Kim Ball 5th grade teacher Brookview Elementary July 2008 Investigating the historical fiction novel, Fever, by L. H. Anderson through the use of primary and secondary source documents.

2. Investigating the historical fiction novel Fever by L.H. Anderson through the use of primary and secondary source documents

3. Writing 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). 5.C.2a Create a variety of print and nonprint documents to communicate acquired infor­mation for specific audiences and purposes. 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs 5.A.2a Formulate questions and construct a basic research plan. Reading 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). 1.C.2a Use information to form and refine questions and predictions. 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. 5.B.2a Determine the accuracy, currency and reliability of materials from various sources Social Studies 17.C.2a Describe how natural events in the physical environment affect human activities. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts). 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.2a Read historical stories and determine events which influenced their writing. 18.B.2b Describe the ways in which institutions meet the needs of society. ILLINOIS LEARNING STANDARDS

4. Task Outline • Task One: Read Fever by L.H. Anderson • Task Two: Use a mini DBQ to investigate the historical aspects related to the fever epidemic of 1793 • Task Three: Analyze the poem Pestilence

5. Task 1 • The first task is to read the novel. This can be accomplished through a whole group shared reading or literature circles. • If using the shared reading method have the students complete an active comprehension guide at the end of each reading. • Literature circles can be completed in any manner that the class is familiar with.

6. Assessment of Task 1 • Comprehension logs are to evaluated by the teacher at a predetermined intervals (weekly, end of the book, etc). • Scale 4- Excellent work- log is complete – thereis data for each reading. Entries are organized and thoughtful. Questions show an understanding of the text and a evidence of higher level thinking. 3- High quality- log is complete. Entries are organized and thoughtful. Questions show an understanding of the text, but may be basic 2- Average – log is mostly complete. May lack organization . Entries consist of basic story retell. 1- Low quality- missing many entries. No organization. Demonstrates little comprehension. 0- nothing submitted

7. Pestilence:Written During the Prevalence of a Yellow Fever Hot, dry winds forever blowing,Dead men to the grave-yards going: Constant hearses, Funeral verses;Oh! what plagues--there is no knowing! Priests retreating from their pulpits!-- Some in hot, and some in cold fits In bad temper, Off they scamper, Leaving us--unhappy culprits! Doctors raving and disputing, death's pale army still recruiting-- What a pother One with t'other! Some a-writing, some a-shooting. Nature's poisons here collected, Water, earth, and air infected-- O, what a pity, Such a City, Was in such a place erected! ---Philip Freneau Philadelphia, 1793

8. Primary source documents to be used in Mini DBQ Question: Why did so many people die during Philadelphia’s 1793 fever epidemic?

9. DOCUMENT A A view of Archer Street where ships containing coffee arrived. Rush traced the source of the epidemic to the rotting coffee on the wharf

10. Discussion of Document A • As a class discuss the following question? • 1. Does the document contain primary source material? • 2. Describe what you see in the picture? • 3. Does the picture or the text better help you to understand the essential question? • 4. What bucket would you place this document in?

11. There was something however, in the state of the atmosphere in the city, or in the constitution of the inhabitants, peculiarly favorable to the operation of the contagion. . . --Dr. William Currie Extravagance, in various shapes, was gradually eradicating the plain and wholesome habits of the city. And though it were presumption to scan the decrees of heaven, yet few I believe, will pretend to decry, that something was wanting to humble the pride of a city, which was running on in full career, to the goal of prodigality and dissipation. (11-12) - Matthew Carey 1793 As a class, discuss the following questions 1. Do these documents contain primary source materials? Explain? 2. What would be some examples of “wholesome habits”. 3. Currie and Carey both felt that lack of morals and poor behavior were a cause of the fever. Can poor behavior create sickness? 4. Which bucket would you put this document in? Document B with discussion

12. Dr. Jean Deveze was a Santo Domingan refugee who had arrived in the wharf at the same time the fever was starting. He was a French trained doctor. Because of his training and immigrant status he was ignored by Philadelphia’s best physicians Served as the physician at Bush Hill The following statements are taken from his memoirs which were written in French and translated in to English. Source Deveze (1), An inquiry into and observations upon the causes and effects of the epidemic disease which raged in Philadelphia, 1793. A few days after my arrival at Philadelphia, the seventh of August, 1793, it was reported many persons had lost their lives in consequence of a sore throat. The rapid progress of the disease gave reason to suppose, it had some contagious property annexed to it; the death of many persons in the same quarter, and nearly at the same time, so far gave sanction to this opinion, that it was proved to a certainty to be very dangerous to approach those who were attacked with it. I proposed bleeding -prescribed lemonade -patient should make use of the bath- a second bleeding,- continue the gargle and lemonade, to take creamed of barley or rice, a light mucilaginious diet, such as sago, tapioca, and the like. Document C

13. Document C discussion • As a class discuss the following questions as the relate to Document C • Does this document contain primary source materials? Explain • What are some of the things that Dr. Dezene does to treat his patients? • How are thes treatments the same as other doctors? How are they different? • Why do you think Dr. Dezenes treatment is different than the other doctors? • What bucket(or buckets) would you put these statements in?

14. Document DBleeding The bleeding of patients was often used as treatment. Dr. Rush was known to use repeated and heavy bleeding as a primary treatment. The purpose was to remove the bad toxins from the ill. Unfortunately this often caused harm by bleeding the person to death.

15. Document D Discussion • As a class discuss the following questions • 1. Does this document contain primary source materials? • 2. How does Dr. Rush use bleeding? • 3. Do other doctors use bleeding? • 4. What bucket would you place this document in?

16. "Behind these wharfs, and parallel to the river, runs Water-Street. This is the first street which you usually enter after landing, and it does not serve to give a stranger a very favourable opinion either of the neatness or commodiousness of the public ways of Philadelphia. It is no more than thirty feet wide, and immediately behind the houses, which stand on the side farthest from the water, a high bank, supposed to be the old bank of the river, rises, which renders the air very confined. Added to this, such stenches at times prevail in it, owing in part to the quantity of filth and dirt that is suffered to remain on the pavement, and in part to what is deposited in waste houses, of which there are several in the street, that it is really dreadful to pass through it.... " Isaac Weld, Travels Through the States of North America...During the Years 1795, 1796 and 1797, pp.3-4. Document E

17. Discussion of Document E • With the class discuss the following questions • 1. Does the document contain primary source materials? Explain • 2. There are many new vocabulary words in this document. Write them down and as a class go over the meanings. • 3. How do you think it would feel to be living here? • 4. What bucket would you put this document in?

18. Dr. Rush insisted that the sources of disease stemmed from water problems. In an 1805 essay he writes: The want of sufficient force in the water which falls into theo common sewers. . .renders each of their apertures a source of sickly exhalations. . .(Wood, 227) In Many parts of the vicinity of the city are to be seen pools of stagnating water, from which there are exhaled large quantities of unhealthy vapours, during the summer and autumnal months. (227) With the class discuss the following questions Does this document contain primary source materials? Explain 2. Into what bucket would you place this document? Document F with questions

19. Related Images • Benjamin Rush • Philadelphia Docks • Bush Hill • Deshler Morris house

20. Dr. Benjamin Rush (1745?-1813) Benjamin Rush was an American physician and signer of the Declaration of Independence. He made notable contributions to psychiatry, was a founder of the first American antislavery society, and helped in the founding of Dickinson College. Benjamin Rush

21. Philadelphia docksSource: Eyewitness to history.com

22. Bush Hill • Courtesy: The Free Library of Philadelphia • Bush Hill, a suburban estate built by Andrew Hamilton, an attorney credited with the design of Independence Hall, and later occupied by Vice President and Mrs. John Adams, was converted to a hospital for yellow fever victims. Stephen Girard, who became a famed financier, organized medical care and helped tend patients. • Six years earlier, during the first major epidemic, Andrew Hamilton's rural mansion at Bush Hill was converted to a hospital where victims could be housed as well as isolated from the rest of the population. Its location now would be below Fairmount Ave between 17th and 17th Sts.

23. Deshler-Morris House • Nearby, the Deshler-Morris House, www.nps.gov/demo, was the British headquarters during the battle. Ironically, it would later in 1793-94 become the Germantown White House, when Washington lived here as president. It is the oldest presidential residence in the United States and is now maintained as a museum with period furniture by the National Park Service. Washington came here in the summer of 1793 to escape a Yellow Fever epidemic that killed 10 percent of Philadelphia's population. Cabinet meetings with Thomas Jefferson and Alexander Hamilton were held in the study.

24. Former slave who became a methodist minister and supported himself as a shoemaker Founder of the Free African society Organized black citizens (including himself) to serve as nurses during the epidemic. Image Source: www.pbs.org Richard Allen