DEPARTMENT OF HISTORY

GOVERNMENT COLLEGE UNIVERSITY

KSK Campus, KSK

COURSE HANDBOOK

1 Course Title Pandemics through the Ages

2 Course Code His-
3 Credit Hours 03
4 Semester BA-Hons 8 semester (History Major)
5 Lecturer Dr Huma Pervaiz
6 Supporting Team Members X
7 Contact Hours (Theory) 3 hours per week
8 Contact Hours (Lab) Not Applicable
9 Office Hours Mondays, (10:00 am-12:00 noon),
Tuesdays (8:30-10:30 am)-Appointment on
email.

10 Introduction:

Welcome to "Pandemics Through the Ages," a graduate-level course that explores the
multifaceted dimensions of pandemics across different historical periods. This course
aims to provide a comprehensive understanding of the evolution of pandemics, the
theories surrounding them, and their profound effects on societies. In particular, we
will delve into the intersection of pandemics with colonialism, allopathic medicines,
and their policies, examining how native populations reacted to these challenges.
Additionally, we will explore the dynamics of modern pandemics, drawing valuable
insights from historical perspectives to inform contemporary discussions and
responses. Through in-depth examinations of pandemics, we will unravel their
profound effects on societies, economies, and the evolution of medical and public
health practices.

Course Objectives

The module aims to provide the students with following understanding.

● Learn, understand, and investigate the historical development of pandemics,

understanding their emergence and spread over different epochs
●Analyse the profound socio-economic, cultural, and political consequences of
pandemics on societies across different historical periods.

● Examine colonial responses to pandemics, critically assessing the effectiveness and

 implications of allopathic medical interventions.

● Understand the resilience of indigenous knowledge systems and their adaptive

responses to colonial medical interventions.

●Understand the dynamic interactions between pandemics and global trade, migration,
and demographic patterns

11

Course/Learning Outcomes

Upon successful completion of this course, students will have:

● Upon completion of the course, students will have learned, understood,

and investigated the historical development of pandemics, gaining
insights into their emergence and spread across different epochs. This
knowledge will equip them with a comprehensive understanding of the
evolution of infectious diseases throughout history.
● Students completing the course will have developed the ability to
analyze the profound socio-economic, cultural, and political
consequences of pandemics on societies across historical periods,
thereby gaining a nuanced understanding of the multifaceted impacts of
infectious diseases throughout history.
● Upon completing the course, students will have honed the skill of
examining colonial responses to pandemics, enabling them to critically
assess the effectiveness and implications of allopathic medical
interventions. This proficiency will equip them with a nuanced
understanding of the historical intersection between colonial health
policies and the impact on indigenous populations.
● Students will possess a deep understanding of the resilience of
indigenous knowledge systems and their adaptive responses to colonial
medical interventions, providing them with insights into the historical
dynamics between traditional healing practices and external influences.
● Students will have acquired a comprehensive understanding of the
dynamic interactions between pandemics and global trade, migration,
and demographic patterns, enhancing their ability to analyze the
interconnectedness of infectious diseases with global socio-economic
dynamics.

12 Course Contents

1: Introduction to Pandemics
2: Ancient and Medieval Pandemics
The Black Death
 Cholera Pandemics
Great Plague of London
3: Colonial Interception and Pandemics: Pandemics in the age of Colonialism
Strategies
Allopathic Medicines
Response of Locals
4: Pandemic in Africa: A Historical Overview
5: The Spanish Flu Pandemic (1918-1920): Technology, Warfare, and the Modern
World

6: Emerging Infectious Diseases in the 21st Century

7: Covid 19 pandemic
8: Gender and Pandemics

13 Outline of Weekly Lectures

Week 1

Introduction to Pandemics

Readings:
Mcmillen, Christian W. Pandemics: A Very Short Introduction. New York, Ny: Oxford
University Press, 2016.
Muan, John. PANDEMIC HISTORY: 3 BOOKS IN 1: Learn How All Pandemics Have
Started and Ended Deeply Changing the Course of History and the Miserably
Forgotten Lessons from Great Influenza. United Kingdom: CLOE Limited, 2020.
Mardon, Austin., Elvidge, Alex., Colwell, Mya. Pandemics: A
History. Canada: Golden Meteorite Press, 2020.
When Disease Makes History: Epidemics and Great Historical Turning
Points. Finland: Yliopistopaino, Helsinki University Press, 2006
Micheal. Viruses, Plagues, and History. Oxford University Press, 2009.
Anversa, David. History of Pandemics: The Definitive Guide to Discover the Worst
and Deadliest Epidemics and Pandemics in Human History. From Roman Empire Up
to the Present Day. N.p.: Marcón Press, 2020.
Matthews, Adam. “Review of Mark Honigsbaum (2020). The Pandemic
Century—a History of Global Contagion from the Spanish Flu to Covid-19.”
Postdigital Science and Education, July 20, 2020.
https://doi.org/10.1007/s42438-020-00170-z.

Documentaries
Pandemic: How to Prevent an Outbreak. Netflix, 2020.

Week 2 & 3
Ancient and Medieval Pandemics
The Black Death (1347-1351): A Turning Point in European History
Cholera Pandemics
Great Plague of London

Readings:
Little, Lester K. Plague and the End of Antiquity: The Pandemic of 541-750.
Cambridge: Cambridge Univ. Press, 2009.
Monica Helen Green. Pandemic Disease in the Medieval World. Arc Medieval Press,
2014.
Charles River Editors. Fighting the Plague in Antiquity and the Middle Ages. Amazon
Digital Services LLC - Kdp, 2020.
The Roman Empire and the Plague. Amazon Digital Services LLC - Kdp, 2020.
Gottfried, Robert S. The Black Death Natural and Human Disaster in Medieval
Europe. Paw Prints, 2008.
Snowden, Frank M. Epidemics and Society: From the Black Death to the Present. Yale
University Press, 2019.
Benedictow, Ole Jørgen. The Complete History of the Black Death. United
Kingdom: Boydell Press, 2021.
S L, and J E Gessler. Cholera : A Worldwide History. Jefferson, North Carolina:
Mcfarland & Company, Inc., Publishers, 2014.
George Bell. The Great Plague in London in 1665. AMS Press, 1979.
Defoe, Daniel. A journal of the plague year. United Kingdom: n.p., 1722.

Documentaries:
Flash point History. “History of the Black Death - Full Documentary.”
www.youtube.com, 2021. https://youtu.be/HYNB4sAxemk?si=I6Zsky51rFaiVQVV.
History, Absolute. “Great Fire & Plague: When 17th-Century London Became a
Living Hell | Fire & Fever | Absolute History.” www.youtube.com, July 2023.
https://youtu.be/rWsMKd4Ps-A?si=X7Epd2ZNOV4qgd2-.
_CCW, Mr. Whelan. “Cholera and the Big Stink.” www.youtube.com, 2015.
https://youtu.be/rDML9-aH2IU?si=ThL4CCCRHKxXvMwj.

Week 4&5
Colonial Interception and Pandemics: Pandemics in the Age of Colonialism
 Epidemics in colonial India
Plague Influenza Smallpox

 Colonial Strategies
 Allopathic Medicines
 Local Response

Readings:
Sasha. Social History of Epidemics in the Colonial Punjab. PartridgeIndia, 2014.
Huber, Valeska. “Pandemics and the Politics of Difference: Rewriting the History of
Internationalism through Nineteenth-Century Cholera.” Journal of Global History 15,
no. 3 (November 2020): 394–407
Barry, John M. The Great Influenza : The Epic Story of the Deadliest Plague in
History. England: Penguin Books, 2005.
Kupperberg, Paul. The Influenza Pandemic of 1918-1919, Updated Edition. Chelsea
House Publications, 2021.
James Carrick Moore. The History of the Small Pox, 1815.
Sharma, Madhuri. Indigenous and Western Medicine in Colonial India. New Delhi:
Foundation Books, 2012.
Arnold, David. Pandemic India. Oxford University Press, 2022.

Documentaries:
t0iletish. “Smallpox 2002: Silent Weapon.” www.youtube.com, 2022.
https://youtu.be/E_iifJyP4ZA?si=DTQl30sTKHF-Ry0f.
Podcast, Mango. “Colonialism, Racism, and Pandemic.” www.youtube.com, 2022.
https://youtu.be/BF42b0Am8zQ?si=THcQyOj3LHwiXLst.

Week 6
Pandemics in Africa: A Historical Overview
Ebola Outbreaks in Africa: Local Challenges and Global Responses
Readings
Echenberg, Myron. Africa in the Time of Cholera. Cambridge University Press, 2011.
Iliffe, John. The African AIDS Epidemic. Ohio University Press, 2005.
Crawford, Dorothy H. Ebola : Profile of a Killer Virus. Oxford: Oxford
University Press, 2016.
Doyle, Shane. “Disease and African Society.” Oxford Bibliographies Online Datasets,
November 29, 2017. https://doi.org/10.1093/obo/9780199846733-0196.
Quammen, David. Ebola: The Natural and Human History of a Deadly Virus. W. W.
Norton & Company, 2014.

Documentaries
Geographic, National. “The Ebola Outbreak of 1976 | Going Viral.”
www.youtube.com, 2021. https://youtu.be/XuK87joZ1y0?si=yw6c4CLPrimoEb9Z.
Week 7

The Spanish Flu Pandemic (1918-1920): Technology, Warfare, and the Modern World

Readings:
River, Charles, and Charles River Editors. The 1918 Spanish Flu Pandemic.
CreateSpace, 2014.
The Spanish Flu. Amazon Digital Services LLC - KDP Print US, 2020.
Kolata, Gina Bari. Flu : The Story of the Great Influenza Pandemic of 1918 and the
Search for the Virus That Caused It. New York: Farrar, Straus and Giroux, 2011.
Rider, Harry P. The Spanish Influenza. Lions Corporate Limited, 2020.
Ruiz, Sherman. The Spanish Flu Influenza of 1918. independently published, 2020.

Documentaries:
History, Eiere. “Deadliest Plague of the 20th Century: Flu of 1918.”
www.youtube.com, 2019. https://youtu.be/UDY5COg2P2c?
si=HQBjDRGEREeXefIK.

Week: 8

Emerging Infectious Diseases in the 21st Century

HIV/AIDS: A Long-Term Pandemic and its Social Implications

Readings
Piot, Peter. The HIV Pandemic; local and global implications. OUP Oxford, 2007.
Berridge, Virginia, and Philip Strong. AIDS and Contemporary History.
Cambridge: Cambridge University Press, 2002.
Avram Finkelstein. After silence : A History of Aids through Its Images. S.L.:
Univ of California Press, 2020.
Engel, Jonathan. The Epidemic. Harper Collins, 2009.

Documentaries:
National Library of medicine. “Those People: AIDS in the Public Mind (KQED
Current Affairs Department, 1987).” www.youtube.com, 2021.
https://youtu.be/0k7jlbzaouQ?si=qb36mtIBX9JL8cq3.
Week 9
Mid Term

Week 10

COVID-19: A 21st Century Pandemic and its Global Repercussions

Readings
Duffin, Jacalyn. COVID-19. McGill-Queen’s Press - MQUP, 2022.
“Pandemic India: Coronavirus and the Uses of History.” The Journal of Asian Studies
79, no. 3 (August 2020): 569–77. https://doi.org/10.1017/s0021911820002272.
Honigsbaum, Mark. The Pandemic Century : A History of Global Contagion
from the Spanish Flu to Covid-19. London: W.H. Allen, 2020.
Bourdelais, Patrice. “The COVID-19 Pandemic in Historical Perspective.” Historical
Social Research / Historische Sozialforschung. Supplement, no. 33 (2021): 302–15.
https://www.jstor.org/stable/27087285.

Documentaries:
Lazanas, Kostas. “Covid-19 Documentary | the Truth behind the Truth.”
www.youtube.com, June 2023. https://youtu.be/qakULnvnlcY?
si=1XW2mZb4caDmR1g6.

Week 10

Gender and the Pandemics

Readings
Malik, Sana, and Khansa Naeem. “Impact of COVID-19 Pandemic on Women: Health,
Livelihoods & Domestic Violence.” Sustainable Development Policy Institute, 2020.
http://www.jstor.org/stable/resrep24350.
Augustine, Jennifer March, and Kate Prickett. “Gender Disparities in Increased
Parenting Time During the COVID-19 Pandemic: A Research Note.” Demography 59,
no. 4 (2022): 1233–47. https://www.jstor.org/stable/48681687.
Patel, Vibhuti. An Intersectional Gendered Discourse on Empowerment during Pre
and Post COVID-19 Pandemic. IMPRI Impact and Policy Research Institute, 2022.
Devi, Radhika, and Dr C Subbulakshmi. Impact of Pandemic on Women
Empowerment. Shanlax Publications, 2020.

Documentaries:
Harvard Kennedy School. “COVID-19: Gender and the Pandemic (Dean’s
Discussion).” www.youtube.com, 2021. https://youtu.be/tJEcD8x3ZA4?
si=fjGQhOSKggtNbLq-.
 12 Assessment

The assessment of this module shall have following evaluation components:

Response Papers 20%

Mid Term Test 20%
Final Examination 50%
Presentation 10%

The minimum pass marks for each course shall be 50%. Students obtaining less than 50% marks
in any course shall be deemed to have failed in that course.
13 Assessment Component (Annexure 1 & 2)
1 Assignments
2 Group discussion
3 Presentations
14. Attendance Policy
Attendance must be at least 60 percent to be eligible to appear in the final semester exams.

15: Plagiarism Policy:

Plagiarism, which involves using others' work without proper attribution, is strictly prohibited in
all assignments, book reviews, and open book assessments. All submitted work must be original
and properly cited using the prescribed referencing style. Failure to do so will result in penalties,
including a zero grade for the assignment or assessment. Upholding academic integrity is
essential, and we encourage students to learn and practice proper citation methods to avoid
plagiarism.

16: Assignments Timeline

The assignments will be submitted by the following groups of students as per the given schedule.

Group Due date

Group 1 2nd week
Group 2 3rd week
Group 3 5th week

Group 3 7th week

Group 8 9 week

Annexure 1: Rubrics for History Examination

Grade Assessment Criteria
A The answer demonstrates excellent composition skills including a clear and
thought-provoking argument, appropriate and effective organization, lively and
convincing supporting materials, effective diction and sentence skills, and
perfect or near-perfect mechanics including spelling and punctuation. The
writing perfectly accomplishes the objectives of the answer. The answer
 mentions evidence/primary sources where necessary and critically engages
most recent academic debates by giving references to recently published
literature. Identifies issues with the primary sources. The answer must locate its
case study in the global context, i.e., comparison with other regions.
B The answer contains strong composition skills including a clear and thought-
provoking argument, although development, diction, and sentence-style may
suffer minor flaws. Shows careful and acceptable use of mechanics. The
writing effectively accomplishes the goals of the answer. The answer critically
engages most recent academic debates by giving references to recently
published literature. The answer must locate its case study in the global context,
i.e., comparison with other regions.
C The answer contains above-average composition skills, including a clear,
insightful argument, although development may be insufficient in one area and
diction and style may not be consistently clear and effective. Shows
competence in the use of mechanics. Accomplishes the goals of the answer
with an overall effective approach. The answer must locate its case study in the
global context, i.e., comparison with other regions.
D The answer demonstrates competent composition skills including adequate
development and organization, although the development of ideas may be trite,
assumptions may be unsupported in more than one area, the argument may not
be clearly stated, and the diction and syntax may not be clear and effective.
Minimally accomplishes the goals of the answer.
E = Composition skills may be flawed in either the clarity of the argument, the
development, or organization. Diction, syntax, and mechanics may seriously
affect clarity. Minimally accomplishes the majority of the goals of the answer.
E Composition skills may be flawed in either the clarity of the argument, the
development, or organization. Diction, syntax, and mechanics may seriously
affect clarity. Minimally accomplishes the majority of the goals of the answer.
F Composition skills may be flawed in two or more areas. Diction, syntax, and
mechanics are excessively flawed. Fails to accomplish the goals of the answer.
Note: Verbatim of readings produced by students in papers will be marked
zero.
Rubric for Assignment:
Needs
Criteria Excellent (4) Good (3) Satisfactory (2) Improvement (1) Unsatisfactory (0)
Arguments are
Arguments are somewhat clear but
exceptionally clear, Arguments are could be better Arguments are
well-defined, and clear and defined to enhance unclear or lack
effectively support generally support support for main necessary support Arguments are absen
Arguments the main points. the main points. points. for main points. or entirely unclear.
Sentences are
Sentences are mostly well- Sentence structure
consistently well- Sentences are structured, but occasionally Poor sentence
structured, varied, well-structured occasional disrupts readability structure makes the
Sentence and enhance the and contribute to awkwardness is and assignment difficult
Structure overall readability. readability. present. comprehension. to understand.
Ideas are presented
with exceptional
clarity, making it
easy for the reader Ideas are clear Ideas are generally Ideas are poorly
to follow the and logically clear, but transitions Ideas are somewhat defined, leading to
Clarity of author's thought presented, aiding between them could unclear and lack confusion and
Ideas process. in understanding. be smoother. smooth transitions. misunderstanding.
Language is Language
sophisticated, occasionally
precise, and Language is clear Language is impedes
contributes and appropriate, generally clear, understanding due Language is unclear
significantly to the enhancing the though occasional to imprecise or incorrect, and
overall quality of assignment's imprecise word inappropriate word significantly hinders
Language the assignment. quality. choices are present. choices. comprehension.
Assignment exhibits
exceptional Assignment's flow
coherence and Assignment is Assignment's flow is disrupted and
logical flow, well-structured is somewhat makes reading Assignment lacks an
enhancing its overall and flows disrupted by challenging due to coherent flow,
Logical readability and logically, aiding occasional jumps or lack of logical making it extremely
Flow comprehension. in readability. disjointed sections. progression. difficult to follow.
A variety of high-
quality sources are
effectively A variety of Sources are mostly Limited or No or irrelevant
integrated, relevant sources relevant, though inadequate use of sources are used,
providing robust are integrated to some may lack sources, affecting severely impacting
support for support depth or the assignment's the assignment's
Sources arguments. arguments. appropriateness. credibility. credibility.

Overall Score (out of 20):

 16-20: Excellent
  11-15: Good
 6-10: Satisfactory
 1-5: Needs Improvement
 0: Unsatisfactory

Rubric for Presentations

Needs
Improvement Unsatisfactory
Criteria Excellent (9-10) Very Good (7-8) Good (5-6) (3-4) (0-2)
Exceptionally
comprehensive,
well-researched, Content lacks
and deeply Content is depth, research, Content is
insightful. thorough, well- Content is solid, or relevance, insufficient,
Demonstrates researched, and adequately making it poorly researched,
exceptional demonstrates a researched, and difficult to or entirely
understanding of strong grasp of relevant to the engage with the unrelated to the
Content the topic. the topic. topic. topic. topic.
Well-organized,
with a clear
Exceptionally well- introduction, Lack of
structured, with a logical main Mostly Organization is organization
clear introduction, points, and a organized, but somewhat makes the
coherent main conclusion that transitions disjointed, presentation
points, and a strong ties everything between sections affecting the confusing and
Organization conclusion. together. may be smoother. overall flow. difficult to follow.
Delivery is Delivery is
Exceptional confident, generally Delivery lacks
delivery: confident, engaging, and confident, but confidence or Delivery is
engaging, and well- maintains a good occasional engagement, ineffective,
paced. Establishes a pace. Audience hesitations or impacting monotone, or
strong connection connection is rushed sections audience unclear, leading to
Delivery with the audience. evident. may be present. involvement. disengagement.
Visual aids are Visual aids are Visual aids are
exceptional, clear, relevant, relevant, but
enhancing and effectively some Visual aids lack
understanding and support key improvements in clarity, Visual aids are
engagement. They points. They design or relevance, or absent, irrelevant,
are seamlessly enhance the integration could integration, or actively detract
integrated and presentation's enhance their diminishing their from the
Visual Aids visually appealing. impact. effectiveness. impact. presentation.
Interaction Exceptional Interaction is Interaction is Limited audience No interaction
with interaction: actively effective, present, but could interaction, with the audience,
Audience engages and encouraging be more inclusive hindering leading to passive
involves the audience or varied to engagement and engagement or
audience through participation and engage the participation. disinterest.
questions, responses. audience further.
 Needs
Improvement Unsatisfactory
Criteria Excellent (9-10) Very Good (7-8) Good (5-6) (3-4) (0-2)
discussions, or
activities.
Overall Score (out of 10):
 9-10: Excellent
 7-8: Very Good
 5-6: Good
 3-4: Needs Improvement
 0-2: Unsatisfactory
Comments:
This rubric assesses the quality of presentations of students, focusing on content, organization,
delivery, use of visual aids, and interaction with the audience. It offers clear guidelines for
evaluation and constructive feedback to help students enhance their presentation skills and
effectiveness.